Evolving interactions between self- and shared regulation in Challenge-Based Learning

Challenge-Based Learning (CBL) requires students to engage in real-world problem-solving, actively regulating their cognitive, metacognitive, and emotional processes. This study investigates self-regulation of learning (SRL) and socially shared regulation of learning (SSRL) within CBL, where individual and collaborative regulatory processes interact to support student individual and group goals. The study aims to examine how SRL and SSRL processes develop and interact over time within CBL groups, focusing on factors that contribute to alignment or misalignment between self and shared regulatory processes. It also aims to explore how group members perceive and respond to SSRL differences, providing insights into supporting effective collaboration in educational settings. Using a mixed-methods approach, data were collected through a reflective diary designed for this study to capture SRL and SSRL perceptions at three time points during a CBL course. Quantitative analyses assessed changes in students’ self-reported SRL and SSRL processes over time, while qualitative analysis of students’ reflections highlighted factors affecting alignment within groups. Results showed significant increases in both SRL and SSRL, with stronger alignment over time, suggesting that students increasingly coordinated their regulatory efforts.<br/>Initial challenges with communication and task distribution were resolved as groups adapted, while some groups exhibited decreasing alignment. These findings underscore the importance of monitoring SRL and SSRL in CBL settings. Reflective tools can support students in taking ownership of their learning and help educators identify and address misalignments early, promoting effective collaboration and regulation of learning.