Collaborative and self-regulated learning in online learning environment: An intervention study
This paper is based on an intervention study that aimed to examine the online collaboration and self-regulation of learning among students studying a business management course in a virtual university, Pakistan. The usual approach to studying on this course is for students to work individually on their assignments but in this intervention project students participated in a group project which involved online collaboration in a wiki. This study aimed to find out to what extent students become able to self-regulate their learning while working collaboratively online with peers. Male and female students (n=28) participated in the online collaborative group project, and a wiki was utilised as an online collaboration and communication medium. Data was collected using the ‘Motivated Strategies for Learning Questionnaire’ (MSLQ) (Pintrich et al (1993), administered before (pre-test) and after participation` in the group project (post-test). The MSLQ measures changes in self-regulated learning skills of the students. Results indicated an overall increase in the mean value of post test scores of the students. The results of paired sample t-test for the ‘resource management strategies’ revealed highly significant changes (t= -5.253, p= .000) and a large effect (0.71), and for the ‘metacognitive self-regulation’ component a medium effect size (0.34). These findings indicate that the online collaborative group experience brought an effect on students’ self-regulated learning skills.