New Frontiers: Regulating Learning in CSCL
Abstract
Despite intensive research in computer-supported collaborative learning (CSCL) over the last decade, there is relatively little research about how groups and individuals in groups engage, sustain, support, and productively regulate collaborative processes. This article examines the role of regulatory processes in collaborative learning and how CSCL environments can be used for shared regulation of learning. First, we establish the importance of regulation processes and introduce three types of regulation contributing to successful collaboration: self-, co-, and socially shared regulation of learning. Second, we illuminate two strands of seemingly diverse research that lay an important foundation for supporting and researching regulation in CSCL contexts establishing that (a) computer-based pedagogical tools used to successfully support regulation in individual learning contexts can be leveraged for collaborative task contexts, and (b) computer-based tools for supporting collaborative knowledge construction can be leveraged for supporting regulatory processes. Finally, we draw on emerging research in our own programs of research to demonstrate how regulation can be supported and researched in CSCL environments. The article concludes by charting a course for future CSCL research focused on supporting regulated learning in collaborative task contexts.
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Hadwin et al. and Järvelä and Hadwin have explored the potential of SRL theory in explaining regulation in social and interactive features of learning, e.g., use of ICT and CSCL settings.
“Hadwin et al. (2011, in press) and Järvelä and Hadwin (2013), together with other colleagues (for a review, see Panadero and Järvelä, 2015), have explored the potential of SRL theory in explaining regulation in social and interactive features of learning, e.g., use of information and communication technology (ICT) and computer-supported collaborative learning (CSCL) settings.”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Järvelä and Hadwin, 2013
The SSRL model emphasizes not only the role of context, but also the ability of external sources to promote individual self-regulation by exerting social influence (CrRL) or of groups of students to regulate jointly while collaborating (SSRL).
“The SSRL model emphasizes not only the role of context, but also the ability of different external sources (group members, teachers, etc.) to promote individual self-regulation by exerting social influence (CrRL) or of groups of students to regulate jointly while they are collaborating (SSRL) (Järvelä and Hadwin, 2013).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Järvelä and Hadwin, 2013
Cites
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Roschelle, J., & Teasley, S. D. (1995) · Computer Supported Collaborative Learning · doi:10.1007/978-3-642-85098-1_5 · Cited by 2,274 · cited 2× · see citing works
“Findings indicated that collaborative learning requires coconstruction of a shared understanding (Roschelle Correspondence should be addressed to Sanna J¨arvel¨a, Department of Educational Sciences and Teacher Education, Learning and Educational Technology Research Unit, University of Oulu, PO Box 2000, FIN-90014, Fin…”
BackgroundPartners in Cognition: Extending Human Intelligence with Intelligent Technologies
SALOMON, G., PERKINS, D. N., & GLOBERSON, T. (1991) · Educational Researcher · doi:10.3102/0013189x020003002 · Cited by 948 · cited 1× · see citing works
“Second, CSCL technologies have been associated with changes in both individual and collective collaboration outcomes (Salomon, Perkins, & Globerson, 1991).”
BackgroundToward a script theory of guidance in computer-supported collaborative learning
Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748005 · Cited by 525 · see citing works
Exploring Socially Shared Regulation in the Context of Collaboration
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.12.3.267 · Cited by 213 · cited 1× · see citing works
“Strong shared regulation within the group led to use of deeplevel strategies instead of routine-level regulation strategies (Järvelä et al., 2012).”
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A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915 · see citing works
“They have developed nStudy and gStudy, which are computer-supported learning environments in which the use of SRL is scaffolded while students’ activities are recorded for trace and log data (Winne et al., 2010; Winne and Hadwin, 2013).”
BackgroundInfluentialToward a script theory of guidance in computer-supported collaborative learning
Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748005 · Cited by 525 · see citing works
Azevedo, R. (2015) · Educational Psychologist · doi:10.1080/00461520.2015.1004069 · Cited by 418 · see citing works
Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015) · Educational Technology Research and Development · doi:10.1007/s11423-014-9358-1 · Cited by 373 · see citing works
Self-citationSocially shared regulation of learning: a review.
Panadero, E., & Järvelä, S. (2015) · European Psychologist · doi:10.1027/1016-9040/a000226 · Cited by 355 · see citing works
Self-citationSedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2018.05.004 · Cited by 283 · see citing works
Self-citationOnline learner engagement: Conceptual definitions, research themes, and supportive practices
Martin, F., & Borup, J. (2022) · Educational Psychologist · doi:10.1080/00461520.2022.2089147 · Cited by 220 · see citing works
Multimodal data to design visual learning analytics for understanding regulation of learning
Noroozi, O., Alikhani, I., Järvelä, S., Kirschner, P. A., Juuso, I., & Seppänen, T. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2018.12.019 · Cited by 140 · see citing works
Self-citationGuo, L. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12650 · Cited by 141 · see citing works
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Capturing motivation and emotion regulation during a learning process
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Self-citationZheng, L., Zhong, L., & Niu, J. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1883549 · Cited by 75 · see citing works
What does physiological synchrony reveal about metacognitive experiences and group performance?
Dindar, M., Järvelä, S., & Haataja, E. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.12981 · Cited by 70 · see citing works
Self-citationClassic and modern models of self-regulated learning: integrative and componential analysis
Tinajero, C., Mayo, M. E., Villar, E., & Martínez-López, Z. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1307574 · Cited by 61 · see citing works
Koivuniemi, M., Panadero, E., Malmberg, J., & Järvelä, S. (2017) · Infancia y Aprendizaje · doi:10.1080/02103702.2016.1272874 · Cited by 58 · see citing works
Self-citationRodriguez-Triana, M. J., Prieto, L. P., Holzer, A., & Gillet, D. (2020) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2020.2995557 · Cited by 33 · see citing works
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Taptamat, N., Holt, M., McGrath, D., & McElligott, T. (2026) · Journal of University Teaching and Learning Practice · doi:10.53761/m1vv5t24
- Authors
- Järvelä, S., & Hadwin, A. F.
- Affiliations
- University of Oulu (FI)
- University of Victoria (CA)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2013-01
- Volume
- 48
- Issue
- 1
- Pages
- 25-39
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2116727943
- Cited by
- 722
- References
- 4
- Citations by year
- 2026: 78 · 2025: 81 · 2024: 65 · 2023: 62 · 2022: 79 · 2021: 62 · 2020: 53 · 2019: 45 · 2018: 45 · 2017: 39 · 2016: 33 · 2015: 47 · 2014: 25 · 2013: 8
- FWCI
- 77.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- computer-supported collaborative learning, learning regulation, student self-regulation, co-regulation, socially shared regulation, collaborative knowledge construction, group learning
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