Exploring socially shared regulated learning in PBL using group digital learning diaries: A study design

A research study design is presented. The purpose of the study is to explore the potential of group digital learning diaries for capturing, formatively assessing, and developing socially shared regulated learning using three central aspects of regulated learning: conceptions of knowledge, conceptions of learning, and strategies for monitoring and regulating learning. In contrast to self-regulated learning, there has been little research into socially shared regulated learning, despite common agreement in the field that it is needed. Socially shared regulated learning is relevant to group performance during active learning in collaborative contexts, such as group PBL. The outcomes of the research outlined therefore have the potential for genuine impact on understanding in the area of socially shared regulated learning, as well as to provide innovation in teaching and learning practices.