Commentary: Educational research through an EdGlo lens

As first year students in the Master’s programme of Education and Globalisation (EdGlo), one of our initial introductions to educational research came from the course “Orientation to Master’s Studies,” which outlined some of the significant research conducted within the University of Oulu. The intent was to familiarise new students with educational research groups and current research studies within the university. As EdGlo students, we then contemplate various perspectives of research in education, specifically with a mindset anchored in social justice. In this article we focus our attention on the research group Learning and Learning Processes and consider three of their recent studies pertaining to technology in collaborative and self-regulated learning. These studies contribute to our understanding of pedagogical objectives relative to self-regulation and motivation using technology as a medium or as a tool for data collection in collaborative learning environments. In so doing, educators within these three studies conducted plenary for learners to rate their motivational and emotional levels, in both middle school and university environments. The teaching methods recognised in these studies were learner-centred; most of the learning was the learners’ own responsibility and educators acted as facilitators. This learner-centred approach allowed researchers to collect data by using technology in order to capture students’ self- regulation or collaborative learning processes. While these studies offer compelling and valuable insight into collaborative learning, we observed that these studies relied on a prerequisite of access to resources, making socio-economic privilege inherent to the research design. Using this observation as an opening, we feel the need to acknowledge that other invisible components of privilege exist, and we would like to offer avenues of critical reflection when considering such promising educational innovations.

In addition to socio-economic access as a prerequisite to collaborative learning, communication and social skills are also required. However, social skill level may be difficult to measure by using technology and quantitative data, which are commonly used in research. Negligence in considering the wide range of learners’ communication skills, social/behavioural skills, and emotional intelligence could potentially create ethical dilemmas pertaining to students’ uneven starting points. For example, the subtle social cues required in verbal and non-verbal communication are valuable components in sharing meanings, perceptions, values and understanding. Communication may be further complicated based on an individual's cultural orientation. Thus, while diversity enriches students’ perceptions, it may also create certain challenges in collaborative learning. Similarly, disability diversity, such as learners with auditory processing disorders may have difficulty using alternative teaching methods and technology, as they may rely more heavily on other senses such as visual cues. Unaltered collaborative learning classrooms then run the risk to create imbalance and prejudice against certain learners, as not all can fully participate in these types of activities.

In conclusion, it is necessary to contemplate an individual’s diverse background and circumstances in all educational endeavours. By factoring in invisible and neglected inputs that are currently missing in new collaborative learning research, we could use technology to help us reach the full potential of collaborative learning. Moving forward and towards more equity, it is crucial for educators to be flexible with their teaching methods to accommodate diverse educational needs. Simultaneously, support systems to ensure an inclusive classroom environment must be analysed carefully. Finally, it may be beneficial to further research how social cues and psychological sensitivities affect learners. Collective effort amongst educational stakeholders can then foster support for all individual needs, especially learners’ well-being. Thus, it is essential to have an appreciation for and flexibility toward classroom diversity, to alter our standardised expectations and redefine better education for all.

References

Kauppi, S., Muukkonen, H., Suorsa, T., & Takala, M. (2020). I still miss human contact, but this is more flexible – Paradoxes in virtual learning interaction and multidisciplinary collaboration. British Journal of Educational Technology, 5(4), 1101-1116.

Hadwin, A. F., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation and shared regulation in collaborative learning environments (pp. 83-106). In D. Schunk, & J. Greene, (Eds.). Handbook of Self-Regulation of Learning and Performance(2nd) Ed. New York, NY: Routledge.

Järvenoja, H., Malmberg, J., Törmänen, T., Mänty, K., Haataja, E., Ahola, S., & Järvelä, S. (2020). A collaborative learning design for promoting and analyzing adaptive motivation and emotion regulation in the science classroom. Frontiers in Education, 5(July), 111.