This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socioemotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated more jointly in social interaction and showed more socioemotional support than in interactions with no observed regulation. The situations in which these elements converged served three functions: establishing agreement, responding to challenges or mistakes, and discussing strengths and weaknesses. The results suggest that the convergences of joint, positive interactions and regulation in social interaction can serve a function that is meaningful for collaborative learning progress.

中文翻译：

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协作学习中联合、积极互动和监管的融合

这项定性研究探讨了协作学习期间小团体在社会互动中的联合、积极互动和调节的收敛性。我们分析了五组学生教师在环境科学任务期间录制的社交互动视频。我们研究了共同参与和积极的社会情感互动与社会互动中的监管（规划、监控和评估）融合的情况的频率和功能。结果表明，当团体计划、监控或评估他们的学习时，他们在社交互动中的参与度更高，并且比没有观察到的互动时表现出更多的社会情感支持。这些要素融合在一起的情况具有三个功能：达成共识、应对挑战或错误、并讨论优点和缺点。结果表明，社会互动中的联合、积极互动和监管的融合可以发挥对协作学习进展有意义的功能。