Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes

• Published in: Journal of computing in higher education 2020-12, Vol.32 (3), p.628-654
• Main Authors: Yilmaz, Ramazan, Karaoglan Yilmaz, Fatma Gizem, Keser, Hafize
• Format: Article
• Language: English
• Subjects: Active Learning; Cohesion; Collaboration; Collaborative learning; Cooperative Learning; Design of experiments; Distance learning; Education; Educational Technology; Electronic Learning; Group Dynamics; Group Unity; Higher Education; Interviews; Leadership; Leadership Effectiveness; Leadership Styles; Learning; Learning and Instruction; Motivation; Online instruction; Participative Decision Making; Preservice Teachers; Project-based learning; Research Design; Self Management; Self regulation; Semi Structured Interviews; Skills; Student Motivation; Student Projects; Teaching Methods; Vertical Organization
• ISSN: 1042-1726; 1867-1233
• DOI: 10.1007/s12528-020-09250-2

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.