Fostering group autonomy through collaborative learning in an online environment
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Other Title
Authors
Zhong, Qunyan (Maggie)
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Degree
Grantor
Date
2021-03
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
learner autonomy
collaboration
group autonomy,
online discussion boards
Community of Learning (CoL)
New Zealand
collaboration
group autonomy,
online discussion boards
Community of Learning (CoL)
New Zealand
ANZSRC Field of Research Code (2020)
Citation
Zhong, Q.M. (2021). Fostering group autonomy through collaborative learning in an online environment. Studies in Self-Access Learning Journal, 12 (1), 79-91. doi:10.37237/120106
Abstract
Learner autonomy is recognised as being associated with effective and successful learning. Whilst significant scholarship has focused on individual learner autonomy, a review of the literature indicates that the interdependence and social dimension of learner autonomy are largely under-researched. The primary objective of this study is to examine how learners engaged in a collaborative inquiry outside the classroom utilising an asynchronous online discussion forum and to what extent the collaborative task fostered group autonomy. Employing thematic analysis, postings of 20 students in a peer-moderated online discussion forum were analysed. The results revealed that the process of knowledge co-construction advanced and deepened the learners’ understanding of the subject matter. Furthermore, the collaborative inquiry helped establish a community of learning whereby students supported each other emotionally and cognitively, and they wanted to achieve well collectively. The study concluded that a well-designed collaborative task is key to fostering the social and interdependent dimension of learner autonomy.
Publisher
Kanda University of International Studies (KUIS), Chiba, Japan
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DOI
doi:10.37237/120106
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