Collaborative writing regulation: a comparative case study of co-regulation and socially shared regulation in higher education

Abstract Active learning and project-based learning are well-established instructional practices in higher education: abundant evidence shows their effectiveness in student development and learning. Especially in STEM, these practices often entail group work and collaborative writing. Therefore, the framework of Social Regulation of Learning (SoRL)—including socially shared regulation of learning (SSRL) and co-regulation of learning (CoRL)—is useful for exploring how students regulate their writing processes in group work. Yet, studies of the social-regulation dynamics required for effective collaborative writing have rarely explored them. This comparative case study examines episodes of CoRL and SSRL, their relationship, and their influence on the process of collaborative thesis writing over time for two groups of BSc students in STEM. Over six months, we collected data through text histories, which included multiple drafts and repeated interviews with students, their supervisors, and their academic writing tutors. Through rich data, we trace the two groups’ writing regulation trajectories and identify CoRL and SSRL episodes that were crucial in their writing process. Instances of CoRL were experienced by both groups and were initiated either by a group member or one of the supervisors. However, not all these instances of CoRL resulted in the establishment of successful SSRL of writing: shared goals, strategies, and metacognition about the developing text. When CoRL did not progress into SSRL, the collaborative dimension of writing failed, which had consequences on learning and students’ motivation over time. We conclude with theoretical and pedagogical implications about explicitly teaching writing regulation to students in HE collaborative contexts.