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Self‐regulation as a function of perceived leadership and cohesion in small group online collaborative learning
Author(s) -
Xie Kui,
Hensley Lauren C.,
Law Victor,
Sun Zhiru
Publication year - 2019
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12594
Subject(s) - cohesion (chemistry) , psychology , group cohesiveness , interpersonal communication , structural equation modeling , social psychology , perception , collaborative learning , online discussion , mathematics education , computer science , chemistry , organic chemistry , machine learning , neuroscience , world wide web
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.