Co-regulated learning in online private student chat groups

Peer interactions in higher education settings frequently occur in informal, private student chat groups. However, little is known about how co-regulatory learning interactions in these groups influence students' self-regulated learning, a process that is positively associated with academic success. The aim of this qualitative study was to explore the nature of the relationship between co- and self-regulated learning within the context of student-initiated online chat groups. Data were collected through semi-structured interviews and analysed utilising a reflexive thematic analysis framework. Five overarching themes were identified in the data: (a) flexible peer connection, (b) knowledge sharing, (c) monitoring progress, (d) support and reassurance, and (e) motivation. The findings suggest that students regularly engage in co-regulatory learning interactions with their peers, motivated by convenient, flexible access to timely support. Group chats were perceived as valuable environments where social interactions helped students achieve their individual learning goals. The novel results of this study help refine and advance theoretical understandings of co-regulated learning and its relationship with self-regulated learning. They offer initial insight into the mechanisms by which co-regulated learning may facilitate the emergence of self-regulated learning and highlight the important role social context plays in shaping regulatory learning interactions. The findings suggest productive areas for further research to corroborate, expand and quantify these exploratory insights. • Examines how co-regulation in student online chats boosts self-regulated learning, key to academic success. • Peer chats aid co-regulation, providing timely support and social interaction to meet learning goals. • Refines theory on the interplay between co- and self-regulated learning, highlighting social context and future research.