The Empirical Study on Self-Regulation, Co-Regulation, and Socially Shared Regulation in Computer-Supported Collaborative Learning

Abstract

This study addresses the roles of self-regulation, co-regulation, and socially shared regulation in computer supported collaborative learning environment. An empirical study was conducted with 19 groups of university students working on computer virus prevention tasks. The results indicated that self-regulation, co-regulation, and socially shared regulation occurred during collaborative learning. However, socially shared regulation occurred most and socially shared regulation was positively related to cognitive outcomes. In addition, different kinds of regulatory behaviors including setting goals, making plans, enacting strategies, monitoring, and evaluation were involved in during collaborative learning. The implications of the findings for educators and practitioners are discussed in detail.