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- Vol 4 RE: Chapters 1, 2, 4, 6, 7, 8, 13, 14, 17, 19, 21, 25, App A, App B, App C, App D
self-regulated learningco-regulationsocially shared regulationcollaborative learninggroup agencyregulation processeslearning analyticsBook chapter Evidence summaryAt a glance
Hadwin, Järvelä, and Miller distinguish three modes of regulation in collaborative learning. Self-regulation involves an individual’s adaptive control of cognition, motivation, emotion, and behaviour in relation to personal goals.
Key ideas
Co-regulation is a temporary, asymmetric process in which another person or tool supports, prompts, or helps appropriate regulation. Socially shared regulation occurs when group members collectively negotiate goals, monitor progress and conditions, control strategies and motivation, and evaluate joint activity. It is not the sum of individual self-regulation or simply successful cooperation. Groups move among modes as tasks, expertise, and difficulties change, and regulation can be productive or maladaptive. Research therefore needs process-sensitive evidence—talk, actions, traces, physiological or affective indicators—rather than relying only on retrospective questionnaires or final performance.
Why it matters
Instruction can make planning, monitoring, emotional challenges, strategy decisions, and reflection visible through shared tools and prompts, while gradually building group agency. Collaboration scripts should support coordination without replacing learners’ responsibility or assuming every group member experiences the same goals and conditions.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
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