Unveiling patterns of socially shared regulation in relation to self‐regulated learning: The roles of individual profiles and group dynamics in online collaborative learning
Randomized trial investigates the interplay of self-regulated learning profiles and group dynamics in online collaborative learning, highlighting implications for instructional design.
Key Points
This study aims to examine how self-regulated learning profiles influence socially shared regulation patterns in online collaborative learning contexts.
Data were collected from 60 undergraduates over a 16-week course, yielding more than 16,000 trace entries.
A three-layer analytical method combined cluster analysis, content analysis, and complex network analysis.
Profiles of self-regulated learning were identified based on learner behaviors such as time investment and help-seeking.
Three distinct self-regulated learning profiles were identified based on time investment, study regularity, and help-seeking behaviors.
Higher levels of socially shared regulation behavior were associated with a more diverse and balanced group role composition.
Patterns of socially shared regulation evolved over time, with high self-regulation profiles leading to more integrated strategies compared to low profiles.