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- Vol 4 RE: App D
socially shared regulationregulation toolscollaborative learningshared goalslearning analyticsregulatory promptsgroup awarenesslearner agencyJournal article Evidence summaryAt a glance
Järvelä and colleagues develop design principles for technological tools that support socially shared regulation of learning in collaborative groups. Effective collaboration requires more than exchanging ideas: learners must regulate cognition, motivation, emotion, behaviour, goals, and strategy both individually and together.
Key ideas
The authors identify three connected design aims. Tools should increase awareness of one’s own and others’ learning processes; help learners externalise and share goals, plans, progress, and internal states; and prompt the activation or acquisition of regulatory processes when needed. Their illustrative tool uses structured prompts and shared visual information to help groups recognise challenges, discuss regulation, and coordinate action. Support should foster learners’ agency and shared responsibility rather than prescribe every step or substitute a dashboard for dialogue.
Why it matters
The article synthesises theory and prior evidence and demonstrates a design application, but it is not a conclusive trial of effects on achievement. Its contribution is a bridge from socially shared regulation theory to testable CSCL features, highlighting that timing, interpretation, group interaction, and integration with authentic tasks determine whether an intervention becomes useful regulation rather than additional workload.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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