For a long time, research on individuals learning in digital environments was primarily based
on cognitive-oriented theories. This paper aims at providing evidence that social processes …

Research on computer-supported collaborative learning (CSCL) has traditionally
investigated how student-, group-, task-, and technological characteristics affect the …

Self-regulated learning theory acknowledges the importance of an individual's
metacognitive monitoring and group-level regulation for learning achievement in …

Online collaborative learning is implemented extensively in higher education. Nevertheless,
it remains challenging to help learners achieve high-level group performance, knowledge …

The present study unravels profiles of regulators, based on online measures of collaborative
learners' adoption of individual-oriented and socially shared metacognitive regulation …

The aim of this paper is to introduce our current research design to study socially shared
regulation processes in a science classroom where a collaborative learning design is …

Metacognitive awareness is knowing about learners' own thinking and learning, facilitated
by introspection and self-evaluation. Although metacognitive functions are personal, they …

Group awareness (GA) is essential for computer-supported collaborative learning (CSCL),
as it informs learners about other group members' activities, knowledge, and emotions. A …

Computer‐supported collaborative learning (CSCL) has been an effective pedagogy in the
field of education. However, productive collaborative learning often does not occur …

This study examines the influence of students' individual attitude and social interactions on
participation in collaborative and gamified online learning activities, as well as the influence …