Metacognition and Learning

, Volume 7, Issue 1, pp 63-73

First online:

Open Access This content is freely available online to anyone, anywhere at any time.

Co-regulation of learning in computer-supported collaborative learning environments: a discussion

  • Carol K. K. ChanAffiliated withFaculty of Education, The University of Hong Kong Email author 


This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated learning in computer-supported collaborative inquiry.


Co-regulation Metacognition Technology-enhanced inquiry Computer-supported collaborative learning