Study on Socially Shared Regulation Approaches for Socio-emotional Interaction in Online Collaborative Learning Environment

This study investigated the reasons behind the emergence of negative socio-emotional interactions among learners in online collaborative learning processes. It combined the analysis of these reasons with an examination of whether learners can reasonably utilize socially shared regulation when facing these negative socio-emotional interaction problems, and analyzed the use of socially shared regulation strategies. The survey results indicated that negative socio-emotional interactions among learners mainly stem from issues related to "social communication". Analyzing chat data among learners indicated that learners do utilize socially shared regulation spontaneously, albeit not with very high frequency. Ultimately, the investigation concluded that learners used socially shared regulation strategies, which can help to solve the problem of negative socio-emotional interactions.