Self-regulation as a function of perceived leadership and cohesion in small group online collaborative learning

Kui Xie, Lauren C. Hensley, Victor Law, Zhiru Sun

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The present study examined the relationships between perceived leadership, group cohesion, online engagement, self‐regulation and learning outcomes. Data included surveys and online discussion logs from 171 students in an undergraduate online course. Through correlation analysis and structural equation modeling, the results revealed unique contributions of task and relationship leadership in small group collaborative learning. Each form of leadership may translate into greater use of self‐regulation strategies that align with students’ focus on either the instrumental or interpersonal resources related to academics but may bring about a corresponding lower utilization of other types of self‐regulation strategies. Further, results indicate that students’ perceptions of group cohesion provided the most robust and multifaceted positive associations with learning engagement.
OriginalsprogEngelsk
TidsskriftBritish Journal of Educational Technology
Vol/bind50
Udgave nummer1
Sider (fra-til)456-468
ISSN0007-1013
DOI
StatusUdgivet - 1. jan. 2019

Fingeraftryk

self-regulation
group cohesion
small group
leadership
learning
student
utilization
resources

Citer dette

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Self-regulation as a function of perceived leadership and cohesion in small group online collaborative learning. / Xie, Kui; Hensley, Lauren C.; Law, Victor ; Sun, Zhiru.

I: British Journal of Educational Technology, Bind 50, Nr. 1, 01.01.2019, s. 456-468.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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