Successful collaborative learning requires participants to collectively negotiate and align their cognitive, behavioral and motivational processes towards a shared outcome. This group-level phenomenon, referred to as socially shared regulation of learning (SSRL), relies on an iterative process of coordination and regulation of task-related perceptions, activities and goals. Negotiation of tasks is a key part of SSRL within a collaborative learning setting. Using ordered network analysis (ONA), this paper examines the directional connections of student group discourse during collaborative learning, focusing on task negotiation behavior within SSRL processes. In particular, the analysis identifies shifts in task negotiation behavior during online group meetings for two collaborative STEM project teams involving middle and high school students from three countries. Findings show that early collaboration emphasizes shared task understanding and later shifts toward task planning and coordination. Task monitoring also increases as students more frequently share challenges, prompting discussions that renegotiate and refine task perceptions.