Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

Abstract

Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development.

Practitioner notes

What is already known about this topic

• By providing personalized and learner-centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self-regulated learning (SRL) practices.
• It is possible to create a more student-centred and effective learning environment by combining adaptive learning and collaborative learning.
• Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes.

What this paper adds

• Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts.
• Summarizes the insights on (S)SRL through ADLEs in collaborative learning.
• Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning.

Implications for practice and/or policy

• Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research.
• Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.