Crossmark

How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks

Crossref DOI link: https://doi.org/10.1007/s11412-024-09442-3

Published Online: 2025-01-23

Published Print: 2025-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Zabolotna, Kateryna https://orcid.org/0000-0003-3920-9859
Nøhr, Liv https://orcid.org/0009-0007-9854-1030
Iwata, Megumi https://orcid.org/0000-0001-7944-5157
Spikol, Daniel https://orcid.org/0000-0001-9454-0793
Malmberg, Jonna https://orcid.org/0000-0002-8890-4068
Järvenoja, Hanna https://orcid.org/0000-0003-4816-5392
Funding

Funding for this research was provided by:

Academy of Finland (318930)

Suomen Kulttuurirahasto

University of Oulu
License Information

Text and Data Mining valid from 2025-01-23

Version of Record valid from 2025-01-23
More Information

Article History

Received: 24 May 2024

Accepted: 15 December 2024

First Online: 23 January 2025

Declarations

:

: The authors have no competing interests to declare that are relevant to the content of this article.

Document is current

Any future updates will be listed below