The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

The Open University's repository of research publications and other research outputs The interrelationship of emotion and cognition when students undertake collaborative group work online: an interdisciplinary approach Journal Article How to cite: Robinson, Kathy (2013). The interrelationship of emotion and cognition when students undertake collaborative group work online: an interdisciplinary approach. Computers and Education, 62 pp. 298–307. For guidance on citations see FAQs. Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page. The interrelationship of emotion and cognition when students undertake collaborative group work online: an interdisciplinary approach. Abstract In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, 'Constraints on autonomy' and 'Reflections about collaboration', encapsulate the experience of engaging in group work. The other two themes 'Virtual others' and 'Communicating online. The impact on progress and achievement' provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed. 1. Introduction When a learning context supports the exchange and discussion of ideas there is the opportunity for each individual to assimilate new information and to build on their current understanding by accommodating the ideas of other students (Hodgson, 2002; Laurillard, 2002). By including a requirement that learners collaborate on a shared task there are some additional pedagogical benefits. The process of co-constructing an artifact together with other students provides each learner with an opportunity to reflect on practice and to adapt practice (Laurillard, 2009; Laurillard, 2012). The …