Self-regulated and socially shared regulation of learning in adaptive collaborative educational environments: a...

Collaborative learning is central to higher education, yet its effectiveness depends on learners' ability to regulate learning both individually and collectively. While self-regulated learning (SRL) and socially shared regulation of learning (SSRL) are recognised as complementary processes, their interaction within adaptive collaborative learning environments remains insufficiently synthesised. The objective of this scoping review was to map and synthesise existing literature describing the components, processes, and adaptive strategies underpinning the interplay between SRL and SSRL in collaborative learning contexts in higher education, and to identify the current evidentiary base within high-stakes fields like health professions education.

A scoping review was conducted following the Arksey and O'Malley framework and reported in accordance with PRISMA-ScR guidelines. Searches were performed across PubMed/MEDLINE, Google Scholar, ScienceDirect, Semantic Scholar, and Taylor & Francis for studies published between 2004 and 2024. Eligible studies addressed SRL, SSRL, collaborative learning, and/or adaptive learning in higher or health professions education. Data were systematically charted and analysed using a hybrid inductive-deductive thematic analysis.

A total of 31 studies met the inclusion criteria, including 14 empirical, 12 conceptual/theoretical, 4 review-based contributions and one bibliometric analysis. Regulation in collaborative learning was found to be dynamic, involving continuous shifts between individual and shared processes across affective, cognitive, metacognitive, and motivational domains. Recurrent challenges included emotional strain, misaligned goals, invisible reasoning, uneven participation, and coordination breakdowns. Adaptive learning supported regulatory processes through personalised feedback, scaffolding, dashboards, and prompts. However, these systems largely operated in parallel, addressing either individual regulation or group-level processes, with limited emphasis on harmonising SRL and SSRL. Empirical evidence from health professions education was limited.

Effective collaborative learning depends on dynamic coordination between self- and socially shared regulation. Although adaptive learning environments show promise, current designs provide limited support for coordinating individual and collective regulatory processes. Notably, empirical research applying these frameworks within higher education is critically scarce, particularly in health professions education. This highlights a major gap for future theory-informed adaptive designs that must harmonise individual autonomy with shared accountability.