| The primary purpose of this dissertation was to examine the self-regulated learning strategies that individual learners use in a computer-supported collaborative learning (CSCL) environment. Further, I explored the relationships between individual differences (e.g., self-efficacy, task commitment, goal orientation) and self-regulated learning. To assess learning strategies, I developed an integrated list of strategies from prior research (Zimmerman, 1989; Pintrich, Smith, Garcia, & McKeachie, 1991). I derived strategy use from peer-to-peer communication that learners typed into a computer software forum during project completion. In Study 1, I tested whether learning strategies from the integrated list could be detected in CSCL communication while 24 university students (in teams of size 2-4) worked on a 16-week learning project (i.e., naturalistic observation study). I hypothesized that learning strategy use would vary as project tasks changed, and that strategies would be related to academic performance. Results indicated support for these hypotheses. Study 2 expanded upon Study 1 by including individual difference factors. I hypothesized differential relationships between individual differences (i.e., self-efficacy, task commitment, goal orientation) and the use of learning strategies, performance, and satisfaction with team relations. Study 2 included 96 university students working on a naturalistic observation project or computer software development project in a CSCL environment in teams of size 2-4. Results from this study replicated the results from Study 1 and further indicated that higher task self-efficacy and learning strategy use led to higher task performance, and that higher task performance positively impacted future self-efficacy perceptions and learning strategy use. For learners with low task self-efficacy, having high commitment to a task was associated with high performance. Learners with a high learning goal orientation had higher task self-efficacy, while learners with a high performance-avoid goal orientation had lower task self-efficacy. I also found that higher task commitment led to higher satisfaction with team relations. Interestingly, neither task self-efficacy nor goal orientation significantly related to satisfaction with team relations. This project contributes to literature by providing a consolidated list of self-regulated learning strategies, by assessing these strategies objectively from teammate communications over time across different task requirements, and by exploring the relationships between individual difference factors, strategy use, and performance. Results can be used by educators and trainers to facilitate task-strategy matching for effective performance and to consider relevant individual difference factors (e.g., task self-efficacy) that play a role in self-regulated learning. Future research should use the integrated learning strategy list to examine relationships between learning strategies and other constructs such as interest in a task, personality, and learning. Research also should examine relationships to group-level outcomes (e.g., group performance). |
