Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups.
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| Title: | Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups. |
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| Authors: | Spang, Laura1 (AUTHOR) laura.spang@phil.uni-augsburg.de, Greisel, Martin1 (AUTHOR), Kollar, Ingo1 (AUTHOR) |
| Source: | Journal of the Learning Sciences. Apr-Jun2026, Vol. 35 Issue 2, p277-318. 42p. |
| Subject Terms: | *Collaborative learning, *Student teachers, *Group work in education, *Team learning approach in education, Social groups |
| Abstract: | Background: Despite its potential, collaborative learning is not always successful. Learners often have difficulties to overcome regulation problems such as diverging goals within their group. If group members have different (i.e. heterogeneous) perceptions of the group's current regulation problems, and fail to homogenize them, this may endanger successful collaboration. Methods: N = 311 pre-service teachers collaborated online to analyze a fictional classroom case. Afterward, they individually rated (a) what problems they encountered during collaboration (to arrive at a measure for homogeneity of problem perceptions), (b) their awareness of the heterogeneity of the problem perceptions within their group, and (c) different indicators of regulation success. We additionally analyzed videos and video-recall interviews of groups with pronounced heterogeneous or homogeneous problem perception ratings to better understand how homo-/heterogeneous problem perceptions affect collaboration. Findings: Path models suggest that the homogeneity of problem perceptions was positively related with regulation success. However, awareness of heterogeneity of the problem perceptions within the group was not. Video and interview data indicate that despite knowing about their heterogeneous problem perceptions, learners may be unable to align these perceptions successfully. Contribution: Group members should be supported to arrive at homogeneous problem perceptions to positively influence regulation success in collaborative learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of the Learning Sciences is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195033895 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spang%2C+Laura%22">Spang, Laura</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> laura.spang@phil.uni-augsburg.de</i><br /><searchLink fieldCode="AR" term="%22Greisel%2C+Martin%22">Greisel, Martin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kollar%2C+Ingo%22">Kollar, Ingo</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Learning+Sciences%22">Journal of the Learning Sciences</searchLink>. Apr-Jun2026, Vol. 35 Issue 2, p277-318. 42p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Team+learning+approach+in+education%22">Team learning approach in education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+groups%22">Social groups</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Despite its potential, collaborative learning is not always successful. Learners often have difficulties to overcome regulation problems such as diverging goals within their group. If group members have different (i.e. heterogeneous) perceptions of the group's current regulation problems, and fail to homogenize them, this may endanger successful collaboration. Methods: N = 311 pre-service teachers collaborated online to analyze a fictional classroom case. Afterward, they individually rated (a) what problems they encountered during collaboration (to arrive at a measure for homogeneity of problem perceptions), (b) their awareness of the heterogeneity of the problem perceptions within their group, and (c) different indicators of regulation success. We additionally analyzed videos and video-recall interviews of groups with pronounced heterogeneous or homogeneous problem perception ratings to better understand how homo-/heterogeneous problem perceptions affect collaboration. Findings: Path models suggest that the homogeneity of problem perceptions was positively related with regulation success. However, awareness of heterogeneity of the problem perceptions within the group was not. Video and interview data indicate that despite knowing about their heterogeneous problem perceptions, learners may be unable to align these perceptions successfully. Contribution: Group members should be supported to arrive at homogeneous problem perceptions to positively influence regulation success in collaborative learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of the Learning Sciences is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195033895 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10508406.2025.2553543 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 42 StartPage: 277 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Team learning approach in education Type: general – SubjectFull: Social groups Type: general Titles: – TitleFull: Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spang, Laura – PersonEntity: Name: NameFull: Greisel, Martin – PersonEntity: Name: NameFull: Kollar, Ingo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10508406 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: Journal of the Learning Sciences Type: main |
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