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Unveiling patterns of socially shared regulation in relation to self-regulated learning: The roles of individual profiles and group dynamics in online collaborative learning

● high · 2026-08-10higher-ed, self-regulated-learning, collaborative-learning, ai-education, ai-tutoring, educational-technology

Synthesis: This study employed a three-layer analytical method combining cluster analysis, content analysis and complex network analysis to investigate how socially shared regulation of learning (SSRL) patterns evolve in relation to individual self-regulated learning (SRL) profiles. Data from 60 undergraduates in a 16-week course with over 16,000 trace entries revealed three SRL profiles based on time investment, study regularity and help-seeking behaviours. Groups with higher SSRL interaction displayed more diverse and balanced role composition, and distinct SSRL patterns emerged across SRL profiles over time.

Key Findings

This study employed a three-layer analytical method combining cluster analysis, content analysis and complex network analysis to investigate how socially shared regulation of learning (SSRL) patterns evolve in relation to individual self-regulated learning (SRL) profiles. Data from 60 undergraduates in a 16-week course with over 16,000 trace entries revealed three SRL profiles based on time investment, study regularity and help-seeking behaviours. Groups with higher SSRL interaction displayed more diverse and balanced role composition, and distinct SSRL patterns emerged across SRL profiles over time.

Connected Concepts

  • Self Regulated Learning
  • Collaborative Learning

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    • Citation## Citation

    He, T., Wu, X., Li, M., Xia, T., & Cao, X. (2026). Unveiling patterns of socially shared regulation in relation to self-regulated learning: The roles of individual profiles and group dynamics in online collaborative learning. British Journal of Educational Technology.