In this unprecedented era of computer-supported and distance learning, it is critical to rethink the way students are supported through vital skills like self-regulation and peer collaboration. A variety of digital media has emerged, allowing learners autonomy while requiring the ability to effectively regulate different components of the educational process for long-term academic success. We reviewed collaboration, communication, and self-regulation in digital learning environments as part of online learning. We discussed how these abilities are reflected in highly cited content. High-impact factor studies were identified using advanced software Herzing Publish or Perish to retrieve highly cited research publications metrics. The search resulted in 272 records from 2010 to 2022, 192 duplicates were identified to remove and 48 JCR articles were shortlisted for review. We examined and reflected on sufficient connections to make firm judgments about correlations of concepts. The review identified prominent themes surfaced in the high impact factor academic publication e.g., digital learning environment, interaction, engagement, feedback, self-efficacy, motivation, meta-cognition, achievement, technology, blended learning, and orientation of ICT. Many studies support different features of SRL & PCL through different tools, access to educators or feedback, encouragement, and through peers. However, all of them discuss the processes that students use to self-regulate learning in these situations. It is suggested to examine whether the effectiveness of certain SRL processes varies by online learning mode.

Organizational diagnosis (OD) is a comprehensive review of an organization's objectives, re-source allocation, and utilization to achieve those objectives. This study employed OD to en-hance the effectiveness of the Department of Special Education within the Government of Punjab. A questionnaire based on Weisbord's six-box organizational model called the Organ-izational Diagnostic Questionnaire (ODQ), was administered to N=1200 participants, consist-ing of heads of top, middle, and bottom tiers at district and tehsil levels of special education schools, centers, and the main office. Out of these, 506 participants voluntarily completed the ODQ survey. The study findings indicated that the employees of the department possess a good understanding of the organization's objectives. However, there is a lack of opportunities for employee participation in departmental discussions, centralized decision-making, irra-tional task distribution, and unsupportive allocation of human resources. Additionally, there is poor communication, unsatisfactory promotions, incentives, and a lack of knowledge shar-ing among employees, as well as poor inter-relationships, conflicts, and ineffective help-seeking mechanisms. The study also revealed low readiness for change in the organization. Respondents' opinions differed significantly based on their qualifications, job experience, years served, and gender. To improve the department's capacity to absorb change, the study recommends enhancing collaboration and inter-departmental communication, soliciting comprehensive input from all tiers, and promoting employee participation, supportive supervision, and communication. The study contributes to the body of knowledge on OD and highlights the need for improved communication, collaboration, and employee participation, as well as a supportive and supervisory support system to enhance the effectiveness of organizations.