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dc.contributor.authorZhong, Dr. Qunyan ( Maggie)
dc.date.accessioned2021-04-27T02:04:48Z
dc.date.available2021-04-27T02:04:48Z
dc.date.issued2021-03
dc.identifier.issn2185-3762
dc.identifier.urihttps://hdl.handle.net/10652/5279
dc.description.abstractLearner 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.en_NZ
dc.language.isoenen_NZ
dc.publisherKanda University of International Studies (KUIS), Chiba, Japanen_NZ
dc.relation.urihttps://sisaljournal.org/archives/mar21/zhong/en_NZ
dc.subjectlearner autonomyen_NZ
dc.subjectcollaborationen_NZ
dc.subjectgroup autonomy,en_NZ
dc.subjectonline discussion boardsen_NZ
dc.subjectCommunity of Learning (CoL)en_NZ
dc.subjectNew Zealanden_NZ
dc.titleFostering group autonomy through collaborative learning in an online environmenten_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2021-04-17T14:30:18Z
dc.rights.holderAuthoren_NZ
dc.identifier.doidoi:10.37237/120106en_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.subject.marsden130202 Curriculum and Pedagogy Theory and Developmenten_NZ
dc.identifier.bibliographicCitationZhong, Q.M. (2021). Fostering group autonomy through collaborative learning in an online environment. Studies in Self-Access Learning Journal, 12 (1), 79-91. doi:10.37237/120106en_NZ
unitec.publication.spage79en_NZ
unitec.publication.lpage91en_NZ
unitec.publication.volume12en_NZ
unitec.publication.issue1en_NZ
unitec.publication.titleStudies in Self-Access Learning Journalen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms65666en_NZ
unitec.publication.placeChiba, Japanen_NZ
unitec.institution.studyareaEducationen_NZ
unitec.institution.studyareaEducation


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