You are here:

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

, , ,

British Journal of Educational Technology Volume 50, Number 1, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

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.

Citation

Xie, K., Hensley, L.C., Law, V. & Sun, Z. (2019). Self‐regulation as a function of perceived leadership and cohesion in small group online collaborative learning. British Journal of Educational Technology, 50(1), 456-468. Wiley. Retrieved November 20, 2019 from .