Students in Challenge-based learning (CBL) courses work in multidisciplinary groups to develop a solution to an open-ended and ill-defined challenge.Thus, in CBL, students need to regulate their learning individually and collectively to learn. Socially shared regulation of learning (SSRL) refers to the development of collective and coconstructed task perceptions or shared goals by multiple students working as a group. Existing knowledge about conceptualizing and researching SSRL in CBL is currently lacking. In this paper, we provide evidence from a qualitative study we conducted in a CBL course, using analysis of individual learning portfolios and in-depth interviews about students’ perceptions of SRRL. We discuss, firstly, which individual characteristics students perceive as important for SSRL. Secondly, we discuss the identified processes of SSRL identified in our data. Finally, we discuss how groups with high and low SSRL differ. For example, groups with high SSRL spend more time in task planning and role division. They also discussed shared goals early in the process and frequently monitored and evaluated their collective work and progress.
Doulougeri, K., Bombaerts, G., Bots, M., & Vermunt, J. D. (2023). Conceptualizing Socially Shared Regulation In Challenge-Based Learning. European Society for Engineering Education (SEFI). DOI: 10.21427/TEM7-HQ90
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