Çevrimiçi İşbirlikli Öğrenmenin Öğrencilerin Öz Düzenlemelerine Etkisi

Abstract

This study aims to investigate the effects of collaborative learning in online environments on the self-regulation skills of students from different universities. Additionally, it seeks to evaluate students’ perceptions of the effectiveness of these practices. The study was conducted during the Spring semester of the 2022-2023 academic year, involving 90 undergraduate students enrolled in the Faculty of Health Sciences at two public universities. Over a 14-week “Public Health” course, the convergent parallel mixed-methods design was utilized. In the first week, students from both universities were integrated into a single Learning Management System (LMS) and informed in detail about the course’s structure and implementation. At the end of the first session, a self-regulation scale was administered as a pre-test. Throughout the semester, collaborative projects were completed and collected at its conclusion. Data were also obtained via a semi-structured interview form, and the self-regulation scale was re-administered as a post-test. Quantitative findings revealed that collaborative learning in online settings significantly enhances students’ self-regulation skills, particularly in the self-monitoring sub-dimension. While increases were observed in self-reinforcement and self-evaluation scores, these were not statistically significant. Qualitative data supported these findings, indicating that online collaborative learning boosts motivation and offers diverse perspectives. Furthermore, students actively engaged in interactions such as brainstorming, questioning, discussing, and persuading. The study concludes that collaborative learning practices in online environments positively impact self-regulation and foster dynamic and motivational learning experiences.