Collaborative learning is increasingly valued in teaching and learning practice in higher education to help students develop knowledge and transformative competencies. Interestingly, the positive learning outcomes attributed to collaboration are not guaranteed. Social forms of regulation appear critical to the success or otherwise of collaborative learning. Further research has shown that it is not the social forms of regulation per se but the focus of regulation, which plays a crucial role in collaborative learning. While research has shed light on the focus of regulation in collaborative learning, the dynamic and sequential patterns of regulatory processes are comparatively underexplored. This study aimed to investigate the patterns of self-, co-, and socially shared regulatory processes in collaborative learning. The participants of the present study were ten groups of first-year undergraduate students from an Australian university (N=30 students). Each group was required to complete an ill-structured case analysis task. Microanalysis of video data was used to trace the occurrence of regulated learning events. Video stimulated interview data was then used to cross validate and understand the same regulated learning episodes through both an objective and subjective lens. The results indicated that co-regulated content monitoring invited the group to reflect on task understanding, task solution and task progress. This type of monitoring was a precursor for task analysis at the individual level and adaptation of content planning. Evidence has been found in interview data that monitoring at the individual level also prompted the adaptation of planning at the group level. This presentation will discuss the challenges and opportunities of triangulating video and interview data to improve the understanding of the complex phenomenon of regulated learning.