Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning s
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Vertical versus shared e‑leadership approach in online project‑based learning: a comparison of self‑regulated learning skills, motivation and group collaboration processes Ramazan Yilmaz1 · Fatma Gizem Karaoglan Yilmaz1 · Hafize Keser2
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The purpose of this research is to examine the effect of vertical and shared e-leadership approaches on self-regulated learning skills, motivation and group collaboration processes (group cohesion, group atmosphere, and group transactive memory system) in online project-based learning. The study was carried out according to a factorial experimental design (2 × 2) and mixed methods approach was used. The study was conducted on 41 teacher candidates randomly assigned to vertical and shared e-leadership groups. As a data collection tool; Self-Regulated Learning Scale, Motivation Scale, Transactive Memory Scale, Group Atmosphere Scale, Group Cohesion Scale, and a semi-structured interview form were used. Research findings indicate that there is no statistically significant difference between vertical and shared e-leadership groups in terms of self-regulated learning skills, motivation and group collaboration processes. In other words, both leadership approaches were found to be useful in the management of groups in online project-based learning. The qualitative findings of the research reveal that there are some advantages and disadvantages in both approaches. In this context, the shared e-leadership approach is determined to be useful especially in terms of fostering the sense of belonging to the group by sharing the leadership role within the group, ensuring a fair distribution of responsibility and workload among the group members. The vertical e-leadership approach was found to be useful in providing communication, cooperation and coordination among the group members thanks to the group leader, ensuring the planned progress of the group works. Keywords Online project-based learning · Vertical and shared e-leadership · Selfregulated learning skills · Motivation · Group collaboration processes
* Ramazan Yilmaz [email protected] Extended author information available on the last page of the article
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Introduction With the introduction of technology in many areas of our lives, the changes in today’s world have brought about many innovations and changes in the field of education as well. In today’s understanding of education, learners are expected to grow up as individuals with twentyfirst-century skills (Care 2018). Accordingly, today’s students are expected to have the knowledge, skills and competencies such as critical thinking and problem-solving, creativity and innovation, cooperation, communication, digital literacy, leadership and responsibility, flexibility and adaptability (Care et al. 2018). It can be stated that “communication, adaptation and innovation” are the main components of twentyfirst-century skills (World Economic Forum, 2016). Learners
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