Jonna Malmberg
Papers
1
Total Citations
21
H-Index
1
About
Jonna Malmberg is a leading researcher in the learning sciences, specializing in computer-supported collaborative learning (CSCL), self-regulated learning, and the role of task design in shaping group-level cognition and metacognition. Her work illuminates how collaborative tasks—not just technology—drive meaningful knowledge construction and regulation of learning among students. In her highly cited study (21 citations), Malmberg demonstrates that task design critically influences how secondary school students engage in metacognitive and socioemotional interactions, offering actionable insights for educators designing collaborative environments. Her research bridges theory and practice, showing that the structure of collaborative tasks can either foster or hinder group-level regulation and deep learning. With a growing citation impact, Malmberg’s contributions are shaping how researchers and practitioners understand the interplay between task features, group dynamics, and learning outcomes in CSCL settings. Her work is essential reading for anyone interested in designing more effective collaborative learning experiences that empower students to regulate their own learning collectively.
Research Focus
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Top Papers
- 1