Promoting the Progression of Collaborative Ill-Structured Problem-Solving: The Roles of Socially Shared Metacognition and Group Scaffolds

This study investigated how student groups regulate their collaborative learning through socially shared metacognitive processes during ill-structured problem-solving tasks, and how group metacognitive scaffolds support these regulatory processes. Grounded in the theoretical framework of ill-structured problem-solving and socially shared regulation of learning, this study addresses two research questions: (1) What specific socially shared metacognitive strategies do student groups enact during ill-structured problem-solving? (2) What are student perceptions on how group metacognitive scaffolds support socially shared metacognition and the progression of ill-structured problem solving? Using a qualitative multiple case study research design, stimulated recall and think-aloud interviews were conducted with student groups enrolled in a graduate-level instructional design course. Data analysis identified twelve distinct socially shared metacognitive strategies used by groups, which were mapped onto Hadwin et al.'s (2017) four-phase model of socially shared regulated learning. The findings revealed that groups moved fluidly across socially shared metacognition processes and that their regulatory behaviors were influenced by group dynamics, task complexity, and prior knowledge. Three distinct clusters of regulatory orientation emerged, i.e., task-driven and self-driven, each reflecting different constellations of metacognitive and motivational regulation strategies. Scaffolds such as project overviews, planning prompts, project management tools, peer feedback activities, and revision plans played critical roles in supporting shared task understanding, goal setting and planning, progress monitoring, and adaptive reflection. However, the effectiveness of some scaffolds was conditional. Some groups, particularly those with expert members, bypassed certain metacognitive prompts, relying instead on prior experience. In other cases, scaffolds were underused when tasks were perceived as too simple to require additional support. This study contributes to the growing literature on socially shared regulated learning by providing a detailed, empirically grounded account of how specific socially shared metacognitive strategies unfold in collaborative problem-solving. It also highlights the motivational, cognitive, emotional, and social dimensions of group regulation, emphasizing the need for scaffold designs that are not only instructionally aligned but also responsive to learner diversity. Practical implications include designing adaptive, collaborative scaffolding ecosystems that embed reflection, feedback, and regulation as integral components of the learning process. Ultimately, this research underscores that fostering socially shared metacognition is essential for promoting effective collaboration in complex learning environments.