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- Vol 3 RE: Chapters 1, 2, 3, 4, 5, 8, App D
- Vol 3 TE: App C
- Vol 6 RE: Chapter 13, App C, App D, App E
- Vol 7 RE: App C, D
self-regulationco-regulationsocially shared regulationcollaborative learningcomputer-supported collaborationregulatory scaffoldsshared awarenessprocess-sensitive supportJournal article Evidence summaryAt a glance
Järvelä and Hadwin explain why productive computer-supported collaborative learning requires regulation at several interacting levels. Self-regulation concerns an individual’s planning, monitoring, motivation, emotion, and strategy use.
Key ideas
Co-regulation is temporary support through which one participant helps another regulate. Socially shared regulation occurs when a group jointly constructs goals, monitors progress, manages motivation and emotion, adapts strategies, and takes collective responsibility for the activity. Collaboration creates regulatory demands that individual-learning models alone cannot capture: participants must coordinate interpretations, effort, roles, standards, and responses to emerging challenges. The authors connect research on computer-based support for individual regulation with tools for collaborative knowledge construction and propose a new design frontier. Technology can prompt planning, externalise goals and progress, create shared awareness, support reflection, and make otherwise hidden processes available for group discussion.
Why it matters
Tools should not mechanically regulate learners or merely display data; prompts must be timed, meaningful, and integrated with the task. The article provides a conceptual agenda rather than definitive intervention evidence, calling for process-sensitive research that traces how regulation develops over time.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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