Social regulation of learning in interdisciplinary groupwork
Journal article, 2024

Engineering education has seen a growing interest in how students regulate their learning as a group in interdisciplinary projects. This study adds to the current literature on social regulation of learning by conducting a comparative case study of three interdisciplinary group projects addressing real-world challenges. Semi-structured qualitative interviews were synthesised into narrative episodes representing key aspects of the groups’ regulative behaviours. We found indications of co- and socially shared regulation across all groups, with noteworthy differences in the project phases that led to varying student experiences. We discuss key factors that affected regulation along four themes we identified: (1) goal setting and planning, (2) implementation, monitoring, and evaluation, (3) the role of supervisors, and (4) the impact of disciplines. We offer insights for practitioners and provide a foundation for future research on social regulation in interdisciplinary group learning.

project-based learning

interdisciplinary groupwork

co-regulation of learning

collaborative learning

socially shared regulation of learning

Social Regulation or learning


Michael O'Connell

Chalmers, Communication and Learning in Science, Engineering Education Research

Christian Stöhr

Chalmers, Communication and Learning in Science, Engineering Education Research

Patric Wallin

Norwegian University of Science and Technology (NTNU)

Raffaella Negretti

Chalmers, Communication and Learning in Science, Language and Communication

European Journal of Engineering Education

0304-3797 (ISSN) 1469-5898 (eISSN)

Vol. 49 4 683-699

Subject Categories

Educational Sciences

Social Sciences Interdisciplinary

Learning and teaching

Pedagogical work



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