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Access Type
WSU Access
Date of Award
January 2023
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Instructional Technology
First Advisor
Ke Zhang
Abstract
In order to effectively address the challenges of collaboration, previous research has suggested that it is crucial to organize social interactions in instructional design and provide clear guidance (Chanpet et al., 2020; Sun, Tang, & Zuo, 2020). Successful collaboration also requires individual and joint monitoring of learning progress towards task completion, as well as engagement in self-regulated learning (SRL) and socially shared regulation of learning (SSRL) strategies to collectively monitor and control the task by negotiating, planning, setting goals, and determining strategies and actions (Garcia & Privado, 2020; Yilmaz et al., 2020).Despite the potential benefits of regulating learning, research has shown that learners often struggle to do so at each stage of the process and may not always recognize opportunities for regulation (Dignath & Veenman, 2021; Hadwin et al., 2022; Järvela & Hadwin, 2013; Järvelä et al., 2013; Winne et al., 2013; Zimmerman & Schunk, 2011). Previous studies have demonstrated the efficacy of SRL and SSRL strategies in improving learners’ knowledge acquisition, avoiding collaboration problems, facilitating transfer of learning, and enhancing academic achievements (Hadwin et al., 2011; Jarvenoja et al., 2019; Jansen et al., 2019; Luckin, 2018; Michalsky & Schechter, 2018; Salmela-Aro et al., 2017; Theobald, 2021). To target the various stages of regulated learning and encourage planning, monitoring, and evaluating at both the individual and collective levels, the Understand, Plan, Monitor and Reflect (UPMR) instructional intervention was designed based on previous research (Dignath & Veenman, 2021; Jansen et al., 2019; Panadero & Jarvela, 2015; Theobald, 2021). This case study aimed to investigate the impact of the UPMR intervention on promoting SRL and SSRL in an online team-project-based learning environment and to examine learners’ perspectives on the influence of UPMR on collaboration. The results showed that the UPMR intervention had a beneficial effect on the participants' utilization of metacognitive strategies for regulating their learning. The Team Contract aided learners in task understanding and forethought and planning stages, while the Reflection Journal supported the reflection on performance phase. However, the Group Process Evaluation did not significantly impact the performance monitoring stage. The study also revealed that the Team Contract was the most significant factor in enhancing collaboration according to the participants, while the Group Process Evaluation was viewed as less influential. Additionally, the Reflection Journal was found to be useful in encouraging participants to reflect on their collaborative experiences, a skill that could prove advantageous in future collaborative projects. The results of this study provided preliminary evidence for an interventional instruction that can be used as a framework in online learning environments to support learners' collaborations. However, future research can undertake measures to overcome the limitations of this study by enlarging the sample size, extending the duration of the intervention program, and utilizing multiple data collection techniques to ensure the reliability and generalizability of the results.
Recommended Citation
Berri, Sarah B., "Self And Shared Regulation In Online Project-Based Learning With Upmr: A Case Study" (2023). Wayne State University Dissertations. 3819.
https://digitalcommons.wayne.edu/oa_dissertations/3819