| Construct |
Dimension (% in utterances and episodes) |
Sub-dimension |
Example |
| Challenges |
Cognitive challenges (C): struggling to comprehend (7.5%, 52%) |
Expressing confusion either about the task, contents, or task expectation (C1) |
“What's the meaning of…?”, “I’m confused about …” |
| Expressing concerns over the brainstorming ideas (C2) |
“Maybe the solution already existed.”, “It may not work in other contexts.” |
| Questioning one's ability to communicate clearly (C3) |
“Does it make sense?”, “I’m not sure if this makes sense”, “I am not sure that I have explained myself clearly.” |
| Struggling to understand peers in terms of the terminology used or the proposed ideas (C4) |
“What do you mean by…?”, “In terms of what?”, "You mean to... or...?" |
| Metacognitive challenges (M): struggling to monitor, execute or control the task (3%, 36%) |
Raising concerns over time/progress (M1) |
“We have to finish it in.. minutes.”, “we have 2 tasks left.”, “Where are we?”, “Shall we move on?” |
| Expressing confusion when executing tasks in the brainstorming platform (M2) |
“Who's blue? (blue refers to a blue sticky note in this context)”, “What should we do?”, “So we focus on one, two, or we do everything, right?” |
| Expressing concerns over the strategies/approaches that the group used (M3) |
“I don't think that is the right approach.” |
| Emotional challenges (E): expressing negative feelings. (1%, 10%) |
Expressing emotion or frustration. (E1) |
“I’m lost.”, “I’m confused.”, “I’m not really happy.”, “I’m not good at…” |
| Expressing non-interests. (E2) |
“I don't want to…”, “I’m not motivated in this.” |
| Experiencing difficulty. (E3) |
“That's hard.”, “It's complex.” |
| Technical/other challenges (T): experiencing external/ environmental/ technical challenges (1.8%, 18%) |
The faced challenges were related to environmental situations, technical issues or personal circumstances which haven't been identified above. |
"It's not working on iPad.", "I have a problem with Miro.", "I can't make it.”, “How to add stickers?” |
| Regulation |
Task analysis (TA) (3%, 8%) |
Students construct interpretations or perceptions of the task (TA1) |
"Just thinking, the purpose of this activity, task 2, maybe it wants to express some idea that there's some correlation, there's some connection between the demographic and the skill and the expertise." |
| Students draw on their perceptions of the task to set personal goals to attain during the task and make plans regarding how to strategically approach the task to reach them (TA2) |
"Because they're asking what this thing is she's struggling with. We should not select a particular feature, we should select the top two features which she needs to work, you know?” |
| Task enactment/Monitoring & control (MC) (61%, 80%) |
Students engage in a joint task, drawing flexibly upon a range of strategies to achieve goals (MC1) |
"Just a concern of time, we have two tasks. -> The other two is my point, so I try to be quick.", "You can't actually include both those two issues together because it's from different aspects. -> It's true that we have different stakeholders but there should be. Because teachers and parents, they do need to communicate." |
| Students respond to a friend's question, help clarify points, elaborate reasons, demonstrate procedure, or suggest ideas/strategies for the group (MC2) |
"Should we move on? -> Yes", "Where's the stickers? -> Sticker, if you go to this and then the sticker." |
| Large and small-scale reflection & adaptation (RA) (1%, 2.5%) |
Processes, progress, and products of each phase are metacognitively monitored and evaluated, leading students to exercise metacognitive control by strategically adapting task perceptions, goals, and engagement when needed (RA1) |
"We can check it. Yeah, yeah. Week one." |
| Students reflect upon what has been done in the past (RA2) |
"Yeah. So, if so, we need to change them a little bit in the last stage about writing stuff. Because our cases talk about collaborations in English, right? Discussions. Isn't it?" |
