RT info:eu-repo/semantics/article
T1 Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
A1 Villa Torrano, Cristina
A1 Suraworachet, Wannapon
A1 Gómez Sánchez, Eduardo
A1 Asensio Pérez, Juan Ignacio
A1 Bote Lorenzo, Miguel Luis
A1 Martínez Monés, Alejandra
A1 Zhou, Qi
A1 Cukurova, Mutlu
A1 Dimitriadis, Yannis
K1 Socially shared regulation of learning
K1 Learning design
K1 Learning analytics
K1 Collaborative learning
K1 33 Ciencias Tecnológicas
K1 58 Pedagogía
AB Recent developments in educational technology research underscores the importance of individuals and groups to regulate their own learning processes and behaviours to cope with the fast-changing world around them. This led many researchers to focus on the concept of Socially-Shared Regulation of Learning (SSRL) which tries to understand the different types of collective regulatory processes that emerge while learning in groups. Although initial investigations have predominantly theorised these phenomena, there is a growing need to operationalise SSRL to prepare learners for a future in which regulation of their learning is a key skill for success. This necessitates systematic examination of how Learning Design (LD) and Learning Analytics (LA) can be leveraged to promote, detect, and support SSRL. Therefore, this paper presents a systematic literature review of 110 empirical studies with the aim of identifying: (i) what does empirical literature consider as SSRL; (ii) how is LD used to promote SSRL; (iii) how are LA and LD used to detect SSRL; and (iv) how are LD and LA used to support SSRL. The findings from the literature indicate three major challenges to the operationalisation of SSRL support in the real-world: (i) the lack of convergence in theoretical models, together with the lack of validated instruments for detecting (e.g., coding schemes) and measuring (e.g., questionnaires) SSRL processes; (ii) the types of data most frequently collected and the analysis techniques used make it difficult to provide SSRL support to the students during the learning situations; and (iii) there is a lack of tools designed to promote, detect, and support SSRL processes. This paper describes each challenge, and provides a discussion about potential future research opportunities for tackling them.
PB Elsevier
SN 0360-1315
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/76972
UL https://uvadoc.uva.es/handle/10324/76972
LA eng
NO Computers & Education, 2025, vol. 232, p. 105261
NO Producción Científica
DS UVaDOC
RD 23-ago-2025