Abstract The regulation of learning, including self-regulated learning (SRL) and socially shared regulation of learning (SSRL), is a key skill that should already be practiced in primary education. The shift toward student-centered, collaborative, and open-ended processes, such as phenomenon-based learning, increases the need for pupils to take charge of their own learning. However, due to the varying abilities of primary school pupils to regulate their learning, such processes can be challenging and require substantial scaffolding. To address this issue, this study explores how a learning design that indirectly scaffolds the regulation of collaboration can support regulation during the challenging phases of a collaborative blended learning process in primary school. Additionally, the potential of learning analytics (LA) to further support pupils’ processes is discussed. A specific study module on sustainable development was designed and implemented in a learning management system (LMS). Classroom observations and LMS log data were collected during the implementation with fifth- and sixth-grade pupils. The observation data show that the most challenging phases of the group work occurred at the beginning of the group process and again during the finalization of the group project. The log data further indicate that pupils used the LMS as a regulation support at the beginning of the process. Overall, the results highlight the need for more functional tools that help groups to metacognitively monitor and summarize their learning. In addition, LA could provide meaningful visualizations for teachers to further develop learning designs during learning processes.
Paavilainen et al. (Fri,) studied this question.