Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 4 RE: App D
multimodal datacollaborative regulationphysiological synchronyelectrodermal activitytemporal alignmentinteraction analysisregulatory episodesqualitative interpretationJournal article Evidence summaryAt a glance
Järvelä and colleagues examine how multimodal evidence can illuminate students’ regulation during collaborative learning. Regulation involves cognition, motivation, emotion, and behaviour unfolding over time, yet many processes are internal, transient, and difficult to capture with a single method.
Key ideas
The authors align video and interaction records with electrodermal activity and other process evidence to identify episodes in which learners encounter challenges, share arousal, and regulate together. Their methodological argument is that physiological data do not explain learning by themselves. Arousal may reflect many things, and meaningful inference requires temporal alignment with observable activity, discourse, task demands, and theory-based coding. Multimodal analysis can expose discrepancies between what learners report and what occurs, reveal synchrony or transitions, and help researchers locate consequential moments for closer qualitative interpretation. The study illustrates opportunities and limitations rather than offering a ready automated intervention.
Why it matters
Its contribution is a framework for grounding analytics in regulated-learning theory and preserving context. Future systems might support awareness and timely scaffolding, but indicators require validation, transparent interpretation, and careful attention to privacy and the risk of reducing complex regulation to convenient signals.
-
- Vol 5 RE: App D
computer-supported collaborative learningpowerful learning environmentsdistributed cognitionsociocultural theoryknowledge buildingcollaborative regulationshared workspacesinstructional scaffoldingBook chapter Evidence summaryAt a glance
Lehtinen reviews computer-supported collaborative learning as an approach to constructing powerful learning environments. He rejects assumptions that computers improve education simply by delivering information more efficiently or supporting an isolated “solo learner.” From sociocultural and distributed-cognition perspectives, learning is participation in shared intellectual activity in which people use language, representations, tools, and one another’s expertise.
Key ideas
Collaboration can prompt explanation, argument, perspective-taking, mutual regulation, and the externalization of incomplete ideas, but productive interaction does not arise automatically from placing learners in groups. Tasks must be sufficiently complex and interdependent, participants need relevant knowledge and collaborative norms, and technologies must make thinking and communication visible without imposing unnecessary barriers. The chapter surveys synchronous and asynchronous environments, shared workspaces, knowledge-building systems, and forms of scaffolding that support coordination and inquiry. It also notes uneven empirical results caused by differences in task design, group composition, guidance, and measures of learning.
Why it matters
The central implication is that technology should be designed as part of a social and pedagogical system, with teachers structuring goals, discourse, resources, and support for genuine joint knowledge construction.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway