SELF-REGULATED LEARNING STRATEGIES AND COLLABORATION PREFERENCES WHEN WORKING IN PROJECT TEAMS: A CASE STUDY OF QATARI COLLEGE STUDENTS

Abstract

This study has investigated the nature of the strategies used and explored views on collaboration among Qatari tertiary students during their initial experiences in a project-based learning (PBL) environment. Theoretically, this study was embedded in a constructivist approach to learning and involves self-regulated and collaborative learning theories. Empirically, 21 students in their first term of a foundation program at the Community College of Qatar were interviewed about project teams’ personal learning experience. Qualitative approach using interviews, identified patterns in the reported strategies students use in project teams and their perceptions of collaboration. Findings problematized the assumption that students coming from an educational background where lectures and individual work have been prioritized may not be able to naturally know how to collaborate in a team in PBL context. Findings have implications in education to promote project-based learning design for tertiary students in Arabic educational contexts.