Impact of Social Media Support on Students' Self-Regulation and Co-Regulation in a Collaborative Project

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-21 - The Development of Self-Regulation Across Multiple Contexts

Abstract

The purpose of the study was to determine whether social media supports students’ self-regulation (SR) and co-regulation (CR) in a collaborative project. A total of 34 students enrolled in two early childhood education (ECE) courses in S. Korea participated in the study: The control group (n = 15) was enrolled in one course and the experimental group (n = 19) in the other. Paired samples t-tests indicate that students in the experimental group significantly improved in metacognition, motivation, and the use of learning strategies; whereas students in the control group improved in only planning and peer learning. Co-regulation was improved in both the control and experimental groups. The results imply that intentional integration of social media enhances students’ regulation.

Authors

• Moon-Heum Cho, Sungkyunkwan University

• Kyeong-Hwa Lee, Pukyong National University

• Seong-Mi Lim, Kent State University