Investigating teams' Socially Shared Metacognitive Regulation (SSMR) and transactivity in project-based computer supported collaborative learning environment

In collaborative project-based learning environments, students handle ill-structured challenges and practice socially shared meta-cognitive regulation (SSMR). Transactivity refers to the degree to which students demonstrate a shared engagement and build on each other�s knowledge contributions. Prior research has highlighted the need to investigate SSMR and transactivity systematically. Putting learners in a team and assigning projects does not guarantee the success of the collaboration. Collaborating team members may face cognitive and metacognitive issues due to different levels of metacognitive capabilities. To support SSMR and to have teams with a high level of transactivity, we need to understand the shared regulation behavior of team members. Interestingly, the lack of studies in this domain directed us to understand the shared regulation behavior of team members and their transactive interactions. We have conducted two studies which are primarily focusing on qualitative data. To validate and triangulate the claims using another mode of data, we are proposing an additional mode of data i.e. system interaction data. Based on our understanding, further in our research goals, we are proposing a computer-supported learning environment to foster SSMR and a higher level of transactivity. We will try to achieve this through metacognitive prompts as scaffolds for team members. We present the initial work done in this direction and we proposed one additional mode of data. Currently, most of the learning environments are focusing on individual learners, so we are trying to bridge this gap through the proposed system, supporting SSMR \& transactivity in a project-based CSCL context. We intend to seek advice on the validity and reliability of our approach to understand SSMR \& transactivity and further measure its impact on collaborating teams.