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This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students ( N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.
Vuorenmaa et al. (Thu,) studied this question.