Jonna Malmberg
Jonna Malmberg
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Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools
S Järvelä, PA Kirschner, E Panadero, J Malmberg, C Phielix, J Jaspers, ...
Educational Technology Research and Development 63 (1), 125-142, 2015
Exploring socially shared regulation in the context of collaboration
S Järvelä, H Järvenoja, J Malmberg, AF Hadwin
Journal of Cognitive Education and Psychology 12 (3), 267-286, 2013
Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities
S Järvelä, PA Kirschner, A Hadwin, H Järvenoja, J Malmberg, M Miller, ...
International Journal of Computer-Supported Collaborative Learning 11 (3 …, 2016
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
S Järvelä, H Järvenoja, J Malmberg, J Isohätälä, M Sobocinski
Learning and Instruction 43, 39-51, 2016
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning
J Malmberg, S Järvelä, H Järvenoja
Contemporary Educational Psychology 49, 160-174, 2017
Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups
J Malmberg, S Järvelä, H Järvenoja, E Panadero
Computers in Human Behavior 52, 562-572, 2015
Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL
S Järvelä, J Malmberg, M Koivuniemi
Learning and Instruction 42, 1-11, 2016
Understanding regulated learning in situative and contextual frameworks
H Järvenoja, S Järvelä, J Malmberg
Educational Psychologist 50 (3), 204-219, 2015
Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation
G Sedrakyan, J Malmberg, K Verbert, S Järvelä, PA Kirschner
Computers in Human Behavior 107, 105512, 2020
How individual self-regulation affects group regulation and performance: A shared regulation intervention
E Panadero, PA Kirschner, S Järvelä, J Malmberg, H Järvenoja
Small Group Research 46 (4), 431-454, 2015
Elementary school students’ strategic learning: does task-type matter?
J Malmberg, S Järvelä, PA Kirschner
Metacognition and learning 9 (2), 113-136, 2014
Patterns in elementary school students′ strategic actions in varying learning situations
J Malmberg, H Järvenoja, S Järvelä
Instructional Science 41 (5), 933-954, 2013
Supporting groups’ emotion and motivation regulation during collaborative learning
H Järvenoja, S Järvelä, J Malmberg
Learning and Instruction 70, 101090, 2020
Going beyond what is visible: What multichannel data can reveal about interaction in the context of collaborative learning?
J Malmberg, S Järvelä, J Holappa, E Haataja, X Huang, A Siipo
Computers in Human Behavior 96, 235-245, 2019
Monitoring in collaborative learning: Co-occurrence of observed behavior and physiological synchrony explored
E Haataja, J Malmberg, S Järvelä
Computers in Human Behavior 87, 337-347, 2018
How elementary school students' motivation is connected to self-regulation
S Järvelä, H Järvenoja, J Malmberg
Educational Research and Evaluation 18 (1), 65-84, 2012
Tracing elementary school students’ study tactic use in gStudy by examining a strategic and self-regulated learning
J Malmberg, H Järvenoja, S Järvelä
Computers in Human Behavior 26 (5), 1034-1042, 2010
Higher education students’ learning challenges and regulatory skills in different learning situations/Desafíos de aprendizaje y habilidades de regulación en distintas …
M Koivuniemi, E Panadero, J Malmberg, S Järvelä
Infancia y Aprendizaje 40 (1), 19-55, 2017
What multimodal data can tell us about the students’ regulation of their learning process
S Järvelä, J Malmberg, E Haataja, M Sobocinski, PA Kirschner
Learning and Instruction 4, 2019
Exploring temporal sequences of regulatory phases and associated interactions in low-and high-challenge collaborative learning sessions
M Sobocinski, J Malmberg, S Järvelä
Metacognition and Learning 12 (2), 275-294, 2017
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