Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation

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dc.contributor.authorDurak, Hatice Yildiz
dc.contributor.authorUslu, Niluefer Atman
dc.date.accessioned2024-02-23T13:59:33Z
dc.date.available2024-02-23T13:59:33Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractThe main purpose of Computer-Supported Collaborative Learning (CSCL) is to improve academic performance through collaborative systems design. To increase the quantity and quality of interactions in CSCL and to reduce feelings of loneliness and burnout during online learning, learner group regulation should be supported. According to the literature, performance and learning motivation cannot be achieved if group communication and interactions are not adequately supported in collaborative learning. However, studies comparing traditional online teamwork and co-regulation guidance are rare. In this context, the purpose of this study is to determine the effects of experimental application designed using agile project management tools to support students' group regulation in collaborative teamwork in online environments on co-regulation, transactive memory, group cohesion, atmosphere, and participation in web programming education. 91 university students participated in this study, which was carried out in the web programming course. The application lasted 17 weeks. Qualitative and quantitative data were collected in the study, which was designed with the mixed method. As a result of the research, there was a significant difference between the co-regulation, group cohesion, and group participation scores of the students in group regulation guidance practices through agile learning strategies, according to the intervention groups. It was concluded that the experimental application had positive effects on the improvement of group dynamics. This study provides an example of how to develop co-regulation practices in online collaborative contexts.en_US
dc.identifier.doi10.1007/s11423-023-10237-w
dc.identifier.endpage1685en_US
dc.identifier.issn1042-1629
dc.identifier.issn1556-6501
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85163077790en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1653en_US
dc.identifier.urihttps://doi.org/10.1007/s11423-023-10237-w
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11240
dc.identifier.volume71en_US
dc.identifier.wosWOS:001005826200001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEtr&D-Educational Technology Research And Developmenten_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCollaborative Learningen_US
dc.subjectCo-Regulationen_US
dc.subjectTransactive Memoryen_US
dc.subjectGroup Participationen_US
dc.subjectGroup Cohesionen_US
dc.subjectGroup Atmosphereen_US
dc.subjectWeb Programmingen_US
dc.subjectAgile Learning Strategiesen_US
dc.subjectMs Planneren_US
dc.titleGroup regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participationen_US
dc.typeArticleen_US

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