Exploring the Role of Transactivity in Socially Shared Regulation of Learning: A Case Study of Online Computer-Supported Collaborative Learning

Computer-supported collaborative learning (CSCL) has been widely studied over the past
few decades; however, relatively little attention has been given to groups’ shared meta
cognitive processes in virtual collaborative learning settings. In particular, the role of
transactive interactions in supporting socially shared regulation of learning (SSRL) re
mains underexplored. This study investigates the interplay between transactivity modes
and SSRL phases, and examines how these patterns contribute to the development of
shared understanding for task execution and knowledge construction. Participants were
38 higher education students who engaged in collaborative tasks over a six-week period
using Microsoft Teams. Four case groups (two high-performing and two low-performing)
were selected to explore the emergence and sequential patterns of transactivity and SSRL
phases. Video recordings from 29 collaborative sessions were analysed using qualitative
content analysis and process mining. The findings reveal distinct patterns of transactivity
during the forethought and performance phases of regulation in high- and low-performing
groups, highlighting the regulatory functions of different transactivity modes. The results
suggest that transactive interaction supports not only social-cognitive processes, such as
the development of shared understanding, but also the shared metacognitive processes
required for groups to achieve common learning goals in virtual collaborative learning
environments.