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Interpersonal multilevel analysis of regulation in collaborative learning

Research Method · All research methods
Evidence · 2 claims (2 for) · 2 studies (1 review, 1 associational), q2–q3 · 0 of 2 report an effect size · 2 claims rest on one study

Description

The editorial reports that Su et al. advocate studying regulation "using the inter-personal level as the starting point and focusing on the interdependency between individual action and social context", rather than conceptualizing regulation mainly as self-regulation with the individual as unit of analysis. Analysis across self-regulation, co-regulation, and social regulation levels is recommended for CSCL research.

Accounts

  • Study regulation at the interpersonal level, focusing on the interdependency between individual action and social context: The editorial reports that Su et al. advocate studying regulation "using the inter-personal level as the starting point and focusing on the interdependency between individual action and social context", rather than conceptualizing regulation mainly as self-regulation with the individual as unit of analysis. Analysis across self-regulation, co-regulation, and social regulation levels is recommended for CSCL research. (Sten Ludvigsen et al. (2018))
  • Multilevel framework of regulation in collaborative learning across physiological, psychological, and interpersonal levels: The article frames regulation in collaborative learning as a multifaceted phenomenon that unfolds across multiple systemic levels. Monitoring challenges "can be seen as adjustments on different systemic levels (physiological, psychological, and interpersonal) of a collaborative group." This framework motivates simultaneously measuring interactional indicators (video-coded monitoring) and physiological indicators (EDA arousal and synchrony) to capture how regulation manifests across levels during collaboration. (Haataja et al. (2021))
  • Levels of social interaction framework for regulative activities in CSCL: individual, dyadic, and group levels: The article organizes regulative activities during collaborative learning by the social level at which they occur. It states that "During collaborative learning, the regulation of activities can take place at different levels of social interaction: the individual level, the dyadic level, and the group level." Individual regulation is an intrapersonal process regulating one's own cognitive processes; dyadic regulation means one member regulates another member's activities; group-level regulation involves shared activities aimed at regulating the group's cognitive activities. Dyadic and group regulation are characterized as interpersonal processes. The article uses this framework to map the three special-issue studies (Fig. 1). (Nadira Saab (2012))

Claims

Key Sources

  • Sten Ludvigsen, Ulrike Cress, Nancy Law, Gerry Stahl, Carolyn P. Rosé. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-018-9274-1
  • Haataja, E., Malmberg, J., Dindar, M., & Järvelä, S. (2021). The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology. Metacognition and Learning, 17, 241–268. https://doi.org/10.1007/s11409-021-09279-3
  • Nadira Saab. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition Learning. https://doi.org/10.1007/s11409-011-9085-5
Page metadata
Field Value
type research-method
id interpersonal-multilevel-analysis-of-regulation-in-collaborative-learning
title Interpersonal multilevel analysis of regulation in collaborative learning
description The editorial reports that Su et al.
status review
generated by process:settle-candidates on 2026-10-18
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