Interest in understanding regulation in the context of collaborative learning has increased in the past decade. Existing studies have investigated how regulated learning evolves in collaborative learning by focusing on external behaviors, and how different types and strategies of regulation are effective in promoting collaborative learning. Due to the cyclical and dynamic characteristics of regulation, there is a need for new methods that can trace the dynamic emergence of regulatory processes in diver collaborative learning contexts, so as to provide some insight into effective learning design. In the context of 45 student teachers participating in multi-layered online collaborative activities, this study investigated their regulatory patterns during various stages of online collaborative learning activities over an eight-week semester via content analysis and epistemic network analysis (ENA). Quantitative analyses indicated that student teachers demonstrated active social aspects of regulation and had many regulatory behaviors in content monitoring in the designed online collaborative learning activities. Through identifying and comparing the regulatory patterns of the high-performing group and the low-performing group across the stages of learning activities, the results showed that the group demonstrating ample regulatory patterns in “content monitoring”, “evaluating”, and “social emotional regulatory behavior” performed better on the collective score of group product. Furthermore, the analysis elucidated how groups regulated their collaboration variously in different stages of online learning activities. Suggestions about regulated learning at both cognitive and social emotional aspects are provided to teachers and learning designers for designing and implementing online collaborative learning activities.

在过去的十年中，人们对在协作式学习中理解法规的兴趣有所增加。现有研究已经通过关注外部行为来研究规范学习在协作学习中的演变方式，以及不同类型和规则的策略如何有效地促进了协作学习。由于监管的周期性和动态特性，需要一种新的方法来追踪潜水员协作学习环境中监管过程的动态出现，从而为有效的学习设计提供一些见识。在45名学生教师参与多层在线协作活动的情况下，这项研究通过内容分析和认知网络分析（ENA）调查了他们在八周学期在线协作学习活动各个阶段的监管模式。定量分析表明，在设计的在线协作学习活动中，学生教师表现出积极的社交方面的监管，并且在内容监控中具有许多监管行为。通过在学习活动的各个阶段中识别和比较高绩效组和低绩效组的监管模式，结果表明该组在“内容监控”，“评估”和“社会情感”方面展示了充足的监管模式。监管行为”在集团产品的集体得分上表现更好。此外，该分析阐明了小组如何在在线学习活动的不同阶段以各种方式调节他们的协作。向教师和学习设计师提供有关认知和社交情感方面的规范学习的建议，以设计和实施在线协作学习活动。