The aim of this article is to identify concepts and methods for studying collaboration in context. The article presents a two-level methodology designed to combine individual and group-level perspectives for the evaluation of collaborative knowledge construction in student groups. The group-level analysis is focused on the students' negotiation processes. A self-report questionnaire gives insight into students' short-term impressions, meaningful activities and personal meanings attached to different activities. Empirical examples of the analysis of a teacher student group illustrate the applicability of the methods used in investigating the mediating influence of context on collaborative activity.