About Regulation of Learning and Groups

Abstract

This issue (varia 2022) brings together six articles on distance education, self-regulation of learning, and cooperative or collaborative group interactions and dynamics. It includes two research articles, two practitioner articles, a discussion article and a review. The research and thoughts from both sides of the Atlantic shared in this issue can be a source of inspiration for researchers and practitioners. Indeed, these texts highlight the importance of interactions and the regulation of exchanges within collectives, whether composed of primary school students and teachers, distance learning students or researchers and practitioners gathered to carry out a project.