A Multilevel Approach of Examining Self-Regulation in Small-Group Online Collaborative Learning: The Role of Motivation, Self-Efficacy, and Co-Regulation

• In Event: 35.057 - Online and Collaborative Learning Spaces in Instructional Technology

Abstract

Self-regulation has been found a key factor that leads to academic performance. Therefore, it is important to understand the antecedents of self-regulation in various environments, so that instructors and instructional designers can forester students’ self-regulation. This study examined self-regulation in a collaborative context, and how group level co-regulation influenced individual group members’ self-regulation. 170 educational psychology students participated in this study. Students in groups of 2-7 participated in five collaborative online discussions to discuss topics related to learning strategies such as note taking, readings, studying, presentation skills, and resilience. Overall, the results of the multilevel analyses confirmed the importance of group co-regulation in a collaborative learning environment.

Authors

• Kui Xie, The Ohio State University

• Victor Law, University of New Mexico