The rapid transition to digital learning platforms has shifted the paradigm of collaborative education, calling attention to the need for online group work. While autonomy is known to drive motivation and innovation, its execution in digital environments poses challenges related to coordination, accountability and the social interdependence. Grounded in Siemens' (2004) Connectivism theory and Aderibigbe's (2021) framework for online collaboration, this study addresses four primary objectives; firstly, to explore learners’ perceptions of their individual agency and self-direction within online group work. Second, to analyze how learners perceive the impact of diverse perspectives and open communication on their collective learning process. Thirdly, to investigate the factors that contribute to, or hinder, a sense of social and cognitive connectedness in online groups and finally, to examine the correlation between learner autonomy and the overarching components of connectivism in the context of online collaboration. The method used in this study is a quantitative approach to explore motivation factors for learning among undergraduates. A purposive sample of 130 participants responded to the survey using 5 Likert-scale survey. Findings revealed that the teacher plays an important role during class by providing task templates, significantly increases task completion. Meanwhile, the learners perceived a high level of diversity and openness during group discussions, as well as strong social connectedness, expressing confidence in sharing new ideas, voicing opinions, and disagreeing with peers. The correlation results found that there is a moderate positive relationship between autonomy and diversity and openness, a weak positive relationship between diversity and openness and connectedness and finally, a moderate positive relationship between connectedness and autonomy. In conclusion, autonomy in online group work substantially enhances learner engagement and innovation but requires a balanced framework of supportive technology, clear goal-setting, and structured teacher intervention.
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