Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities

Sanna Järvelä, Paul A. Kirschner, Allyson Hadwin, Hanna Järvenoja, Jonna Malmberg, Mariel Miller, Jari Laru

Research output: Contribution to journalArticleAcademicpeer-review


The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of students’ engagement in collaborative learning settings. We review the four earlier lines in developing support in CSCL and show how there has been a lack of work to support individuals in groups to engage in, sustain, and productively regulate their own and the group’s collaborative processes. Our aim is to discuss how our conceptual work in socially shared regulation of learning (SSRL) contributes to effective and efficient CSCL, what tools are presently available, and what the implications of research on these tools are for future tool development.
Original languageEnglish
Pages (from-to)263-280
JournalInternational Journal of Computer-Supported Collaborative Learning
Publication statusPublished - 16 Aug 2016



  • Computer supported collaborative learning
  • Self-regulated learning
  • Learner dashboards
  • Self-regulation tools
  • Prompting

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