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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.
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]
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Database: Education Research Complete
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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]
ISSN:10508406
DOI:10.1080/10508406.2025.2553543