ABSTRACT
Online teaching has become an important initiative to maintain normal educational order in the post COVID-19 period. However, learners face multiple challenges in the online learning process, which cannot be successfully carried out without the support of socially regulated learning (SoRL). This study designed SoRL intervention strategies from the perspective of shared metacognitive scripts. A total of 77 undergraduate students participated in this study and were randomly assigned into experimental and control groups. The students in the experimental group received an SoRL intervention, and the students in the control group learned with the traditional online collaborative learning approach. The results showed that there was variability in the supply of SoRL intervention scripts and the actual selection status of the learners. The regulation foci activated in this study were time management, content monitoring, and atmosphere activation. Atmosphere activation drove collaborative learning activities to continue. Time management and content monitoring drove collaborative knowledge building (CKB) to a deeper level. This study is of great significance in revealing the impact mechanism of SoRL on CKB.