The relationship between self regulation and co-regulation in a collaborative learning environment: Moderating effect of group cohesiveness

Lim, Kyu Yon; 김시원,; ), 박하나 ( Ha-na Park

doi:10.17927/tkjems.2015.27.2.211

Cited by 1 publication

(1 citation statement)

References 26 publications

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“…이현우 [15]는 자기조절능력이 주로 대부분 개인의 학습 과정과 성과에서 유의한 영향을 미치는 것으로 나타난 반면, 협력적 맥락인 학습공동체에서는 이에 관한 연구한 미비하다고 지적하였다. 그러나 최근 임규연, 박하나, 김시원 [16]…”

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

Park¹

2023

APJCRI

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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.

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

Park¹

2023

APJCRI

View full text Add to dashboard Cite

show abstract

The relationship between self regulation and co-regulation in a collaborative learning environment: Moderating effect of group cohesiveness

Cited by 1 publication

References 26 publications

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

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

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