A Dynamic Social Network Approach to Capturing Shared Regulation Interactions in Collaborative Learning

Socially shared regulation, where students jointly coordinate understanding, motivation, and behaviors, is fundamental to successful collaboration. However, the social dynamics at the core of regulation are difficult to detect and understand. We apply relational event modeling, a dynamic network approach, to examine the interactional dynamics between students in different regulatory processes in a project-based learning engineering context. Findings suggest that reciprocity and shared partnerships were associated with how likely students might interact. Female students were less likely to engage in planning and monitoring exchange. We discuss implications for promoting equal participation in collaborative learning.