Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

Abstract

Adaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.

Adaptive support for self‐regulated learning in digital learning environments

“…Adaptive support, through scaffolding and cues, has demonstrated potential in promoting the use of SRL strategies, which, in turn, enhance student learning. This finding is supported by Sharma et al (2024) in their systematic literature review. Personalised scaffolding has served both articles as a micro-level SRL driver, hence paving the way for enhanced adaptive SRL support for learners.…”

“…• Areas for the development and use of adaptive technologies and smart systems in the different stages of SRL With a focus on collaborative learning in adaptive learning environments, Sharma et al (2024) took on the challenge of synthesising existing research to understand how SRL and SSRL are contextualised, measured and studied. Their work represents a promising area of development in the use of adaptive technologies that cater to the development of learning not only within-person, but also between-persons through collaborative learning practices.…”

“…To further the efforts of developing adaptive SRL support in digital learning environments, researchers will also need to tackle the challenges of operationalising, measuring and facilitating SSRL. Sharma et al (2024) suggested the use of multimodal learning analytics and sensing technologies for a more fine-grained and objective understanding of complex processes. While this may be a promising solution, we urge the field to also consider privacy and ethical issues and work towards methods that address the potential tension between personalisation and privacy (Garcia-Rivadulla, 2016).…”

“…However, Ng et al (2024) noted the emergence of ethical concerns regarding the provision of adaptive SRL recommendations by generative AI. Sharma et al (2024) also highlighted the increasing privacy concerns associated with using multimodal data for adaptive SRL assistance.…”

“…In the article, 'Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies', Sharma et al (2024) presented results of their timely systematic review of empirical research investigating SRL and social-shared regulated learning (SSRL) in adaptive learning environments (ADLEs). The view that ADLEs and (S)SRL are mutually reinforcing resonates with the themes of this special issue since ADLEs, when designed well, stimulate the development and application of SRL skills.…”