Socially shared regulation in transdisciplinary learning environments: Challenges, actions and influencing conditions

Abstract

Transdisciplinary learning environments (TDLEs) bring together students from different disciplines and societal stakeholders to address complex issues. The differences between participants are valuable for knowledge integration but can also create challenges for collaboration, which ask for a shared regulation of collaborative learning. This study into Socially Shared Regulation of collaborative learning (SSRL) in TDLEs in higher education explored what challenges students experience in a TDLE, how they regulate their collaborative learning in response, and which conditions influence the choice for SSRL. Seventeen students from 11 disciplines participated in a twenty-week higher education module. Data were collected through questionnaires (n = 13) and semi-structured interviews (n = 9). Differences in commitment and workstyles were mentioned as the most experienced challenges. Students used SSRL, co-regulation of learning and self-regulation of learning to address these challenges. Socially shared monitoring and addressing challenges seemed more common for challenges in progress, task distribution and maintaining sufficient contact than for repetitive or social challenges, such as unequal contribution. Additionally, beliefs about self, group or school can negatively influence SSRL. Insights from this research highlight the importance of supporting students in jointly identifying, discussing and addressing challenges in transdisciplinary collaboration and may contribute to development of SSRL-enhancing interventions.