Fostering Group Autonomy Through Collaborative Learning in an Online Environment

Learner 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 interdependence social dimension are largely under-researched. The primary objective this study to examine how learners engaged in collaborative inquiry outside classroom utilising an asynchronous online discussion forum what extent task fostered group autonomy. Employing thematic analysis, postings 20 students peer-moderated were analysed. results revealed process knowledge co-construction advanced deepened learners’ understanding subject matter. Furthermore, helped establish community learning whereby supported each other emotionally cognitively, they wanted achieve well collectively. concluded well-designed key fostering interdependent