Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous...

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Autores principales:	Jian-Wei Lin, Yu-Chin Szu, Ching-Neng Lai
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Online collaboration learning group awareness self-regulation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/130510c6a9d84291a74310fca2c3ff00
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id	oai:doaj.org-article:130510c6a9d84291a74310fca2c3ff00
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spelling	oai:doaj.org-article:130510c6a9d84291a74310fca2c3ff002021-12-02T19:20:42ZEffects of Group Awareness and Self-Regulation Level on Online Learning Behaviors10.19173/irrodl.v17i4.23701492-3831https://doaj.org/article/130510c6a9d84291a74310fca2c3ff002016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2370https://doaj.org/toc/1492-3831Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness and self-regulation) on online learning behavior. This paper compared one online collaboration environments with GA support with one without group awareness (NA) support and further investigated how these two variables, different system types (i.e., GA and NA) and different self-regulation levels (i.e., high and low), influence learning task (i.e., assessment) participation, and peer interaction (i.e., asking for help and willing to help) using two-way analysis of variance (ANOVA). Analytical results first showed that both variables have significant interaction on assessment participation and requesting rate. GA can particularly stimulate students with high-level self-regulation to engage more learning task (assessment) participation and ask for help more, compared with students with low-level self-regulation. Second, both variables have no significant interaction on willingness to help. The GA class can enhance a student’s willingness to help regardless of his/her self-regulation level. Jian-Wei LinYu-Chin SzuChing-Neng LaiAthabasca University PressarticleOnline collaboration learninggroup awarenessself-regulationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online collaboration learning group awareness self-regulation Special aspects of education LC8-6691
spellingShingle	Online collaboration learning group awareness self-regulation Special aspects of education LC8-6691 Jian-Wei Lin Yu-Chin Szu Ching-Neng Lai Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
description	Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness and self-regulation) on online learning behavior. This paper compared one online collaboration environments with GA support with one without group awareness (NA) support and further investigated how these two variables, different system types (i.e., GA and NA) and different self-regulation levels (i.e., high and low), influence learning task (i.e., assessment) participation, and peer interaction (i.e., asking for help and willing to help) using two-way analysis of variance (ANOVA). Analytical results first showed that both variables have significant interaction on assessment participation and requesting rate. GA can particularly stimulate students with high-level self-regulation to engage more learning task (assessment) participation and ask for help more, compared with students with low-level self-regulation. Second, both variables have no significant interaction on willingness to help. The GA class can enhance a student’s willingness to help regardless of his/her self-regulation level.
format	article
author	Jian-Wei Lin Yu-Chin Szu Ching-Neng Lai
author_facet	Jian-Wei Lin Yu-Chin Szu Ching-Neng Lai
author_sort	Jian-Wei Lin
title	Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
title_short	Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
title_full	Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
title_fullStr	Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
title_full_unstemmed	Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors
title_sort	effects of group awareness and self-regulation level on online learning behaviors
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/130510c6a9d84291a74310fca2c3ff00
work_keys_str_mv	AT jianweilin effectsofgroupawarenessandselfregulationlevelononlinelearningbehaviors AT yuchinszu effectsofgroupawarenessandselfregulationlevelononlinelearningbehaviors AT chingnenglai effectsofgroupawarenessandselfregulationlevelononlinelearningbehaviors
_version_	1718376779496816640

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

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