Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review

Recent developments in educational technology research underscores the importance of individuals and groups to regulate their own learning processes and behaviours to cope with the fast-changing world around them. This led many researchers to focus on the concept of Socially-Shared Regulation of Lea...

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Vydáno v:	Computers and education Ročník 232; s. 105261
Hlavní autoři:	Villa-Torrano, Cristina, Suraworachet, Wannapon, Gómez-Sánchez, Eduardo, Asensio-Pérez, Juan I., Bote-Lorenzo, Miguel L., Martínez-Monés, Alejandra, Zhou, Qi, Cukurova, Mutlu, Dimitriadis, Yannis
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Elsevier Ltd 01.07.2025
Témata:	Collaborative learning Learning analytics Learning design Socially shared regulation of learning Learning analytics Learning design Collaborative learning Socially shared regulation of learning
ISSN:	0360-1315
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Abstract	Recent developments in educational technology research underscores the importance of individuals and groups to regulate their own learning processes and behaviours to cope with the fast-changing world around them. This led many researchers to focus on the concept of Socially-Shared Regulation of Learning (SSRL) which tries to understand the different types of collective regulatory processes that emerge while learning in groups. Although initial investigations have predominantly theorised these phenomena, there is a growing need to operationalise SSRL to prepare learners for a future in which regulation of their learning is a key skill for success. This necessitates systematic examination of how Learning Design (LD) and Learning Analytics (LA) can be leveraged to promote, detect, and support SSRL. Therefore, this paper presents a systematic literature review of 110 empirical studies with the aim of identifying: (i) what does empirical literature consider as SSRL; (ii) how is LD used to promote SSRL; (iii) how are LA and LD used to detect SSRL; and (iv) how are LD and LA used to support SSRL. The findings from the literature indicate three major challenges to the operationalisation of SSRL support in the real-world: (i) the lack of convergence in theoretical models, together with the lack of validated instruments for detecting (e.g., coding schemes) and measuring (e.g., questionnaires) SSRL processes; (ii) the types of data most frequently collected and the analysis techniques used make it difficult to provide SSRL support to the students during the learning situations; and (iii) there is a lack of tools designed to promote, detect, and support SSRL processes. This paper describes each challenge, and provides a discussion about potential future research opportunities for tackling them. •There is a growing, but still incomplete, convergence towards unified SSRL theoretical models.•Validated instruments for detecting and measuring SSRL processes are still needed.•Purposeful adaptation of the learning design contributes to the promotion of SSRL.•Typical data collection and analysis applied do not allow to support SSRL processes.•There is a lack of tools aimed at promoting, detecting and supporting SSRL processes.
AbstractList	Recent developments in educational technology research underscores the importance of individuals and groups to regulate their own learning processes and behaviours to cope with the fast-changing world around them. This led many researchers to focus on the concept of Socially-Shared Regulation of Learning (SSRL) which tries to understand the different types of collective regulatory processes that emerge while learning in groups. Although initial investigations have predominantly theorised these phenomena, there is a growing need to operationalise SSRL to prepare learners for a future in which regulation of their learning is a key skill for success. This necessitates systematic examination of how Learning Design (LD) and Learning Analytics (LA) can be leveraged to promote, detect, and support SSRL. Therefore, this paper presents a systematic literature review of 110 empirical studies with the aim of identifying: (i) what does empirical literature consider as SSRL; (ii) how is LD used to promote SSRL; (iii) how are LA and LD used to detect SSRL; and (iv) how are LD and LA used to support SSRL. The findings from the literature indicate three major challenges to the operationalisation of SSRL support in the real-world: (i) the lack of convergence in theoretical models, together with the lack of validated instruments for detecting (e.g., coding schemes) and measuring (e.g., questionnaires) SSRL processes; (ii) the types of data most frequently collected and the analysis techniques used make it difficult to provide SSRL support to the students during the learning situations; and (iii) there is a lack of tools designed to promote, detect, and support SSRL processes. This paper describes each challenge, and provides a discussion about potential future research opportunities for tackling them. •There is a growing, but still incomplete, convergence towards unified SSRL theoretical models.•Validated instruments for detecting and measuring SSRL processes are still needed.•Purposeful adaptation of the learning design contributes to the promotion of SSRL.•Typical data collection and analysis applied do not allow to support SSRL processes.•There is a lack of tools aimed at promoting, detecting and supporting SSRL processes.
ArticleNumber	105261
Author	Asensio-Pérez, Juan I. Zhou, Qi Cukurova, Mutlu Suraworachet, Wannapon Villa-Torrano, Cristina Bote-Lorenzo, Miguel L. Dimitriadis, Yannis Martínez-Monés, Alejandra Gómez-Sánchez, Eduardo
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Keywords	Learning analytics Learning design Collaborative learning Socially shared regulation of learning
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on social shared regulation: An approach to improving students’ programming achievements and group metacognition publication-title: Journal of Computer Assisted Learning doi: 10.1111/jcal.12828 – start-page: 259 year: 2021 ident: 10.1016/j.compedu.2025.105261_b84 article-title: Measuring students’ self-regulatory phases in LMS with behavior and real-time self report – volume: 51 start-page: 229 year: 2020 ident: 10.1016/j.compedu.2025.105261_b28 article-title: Convergences of joint, positive interactions and regulation in collaborative learning publication-title: Small Group Research doi: 10.1177/1046496419867760 – start-page: 1 year: 2023 ident: 10.1016/j.compedu.2025.105261_b5 article-title: Exploring sequential interplay between challenges and regulatory processes in collaborative learning with process mining publication-title: Scandinavian Journal of Educational Research
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Snippet	Recent developments in educational technology research underscores the importance of individuals and groups to regulate their own learning processes and...
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SubjectTerms	Collaborative learning Learning analytics Learning design Socially shared regulation of learning
Title	Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
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