Fostering collaborative learning through socially shared regulation prompts

Collaborative learning offers students a chance to build knowledge together, which they might not achieve on their own. During such learning, students engage in various actions, such as explaining concepts, discussing ideas, and planning and evaluating their group's work. However, they may face challenges, such as different perspectives, reluctance to share thoughts, or one member dominating the discussions. To overcome these hurdles, learning environments need to provide support for socially shared regulation of learning (SSRL), which helps students become more aware of how they learn together as a team.

In my study, I investigated how SSRL impacts learning. Some students received SSRL prompts in a science education course, while others didn't. The groups with SSRL prompts showed more regulatory actions, like setting goals and monitoring progress, but shared their knowledge slightly less. Interestingly, the groups with SSRL shared knowledge more equally, ensuring that everyone contributed. Overall, the groups using SSRL performed better as a group, although individual achievements didn't show significant differences.

This research sheds light on the importance of SSRL in collaborative learning and how it supports the learning process and outcomes. It has meaningful implications for instructional designers in creating better learning environments and lays the groundwork for future research on collaborative learning and the role of SSRL.