Effects of the Background Variables and Level of Communication on Collaborative Self-regulation and Collaborative Self-efficacy of University Students in Learning Community Program

Abstract

This study was conducted to investigate the variables which effected on effectiveness of the learning community program operated by the Center for Teaching and Learning as part of a noncurricular program at a university. This study was conducted to explore the effects of the learning community program on collaborative self-regulation and collaborative self-efficacy according to the background variables of gender, grade, and communication level of undergraduate students who voluntarily participated in the learning community program. The results were analyzed based on the survey responses of 151 people who faithfully responded to the pre-and post-test among a total of 240 people who participated in the learning community program held in the first semester of 2021 at A University located in the metropolitan area. The research method was a single experimental group without a control group. Collaborative self-regulation and collaborative self-efficacy before and after participation in the learning community program as a group were compared with a paired sample t-test, and gender, grade, and communication level were used as intergroup variables, and before and after participation in the learning community program were compared. Repeated measures ANOVA was conducted on collaborative self-regulation and collaborative self-efficacy as within-group variables. First, as a result of verifying the difference between pre-post collaborative self-regulation and collaborative self-efficacy, both were statistically significantly improved. Second, as a result of analyzing the differences in the pre-and post-collaborative self-regulation changes according to gender, grade, and communication level, a significant interaction effect was derived between the communication level and the time point. There was a difference in the pattern of regulatory changes. Third, as a result of analyzing the difference according to gender, grade, and communication level in the changing patterns of pre-post collaborative self-efficacy, a significant interaction effect was derived between gender and communication level and time. There was a difference in the aspect of collaborative self-regulation change according to the results. Based on these results, the implications for operating learning community programs were discussed.