How can students successfully regulate problems during collaborative learning situations? And what role do (problem) perceptions of each group member, and their interaction play in this?

These questions were explored in a new article by Laura Spang, Martin Greisel and Ingo Kollar.

The study was published in "Journal of the Learning Sciences" and can be accessed through the following link:  https://doi.org/10.1080/10508406.2025.2553543