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Online Collaborative Learning

This overview focuses on key issues in online collaborative learning, including dropout and retention rates, self-efficacy, communication, support, and technophobia. Research indicates a significant dropout rate among students, with noted concerns about technology use. Self-efficacy emerges as a critical factor for engagement, highlighting how students can gain confidence through interaction and effective communication. Additionally, the value of collaboration is emphasized, drawing on various studies. Insights from student reflections reveal common challenges faced regarding technology and its impact on learning.

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Online Collaborative Learning

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  1. Online Collaborative Learning Arthur Winzenried

  2. Issues • Dropout & Retention – eg.Pithers & Twyford 2000 suggest 30% - 68%, CSU >7% • Self-efficacy – “I am finally working INTERact out” (quote, slide 4) – through to instructions for others as per chat in slide 6 - chat. • Communication – nb. Chat use, slide 6 - chat • Support – multiple avenues, readily available • Technophobia - conquering the fear of the internet, the remoteness and the technology used to bridge that distance. • Collaboration has value – Tapscott & Williams 2006; Rollett 2007; Poellhuber et.al. 2008, c/f Shirky 2008 “Here comes everybody”.

  3. Provisions

  4. Wiki startup

  5. Resource use

  6. Self-efficacy • I had no experience of chat-rooms, had never heard of a wiki and knew that MSN was something that my teenage daughter seemed to be obsessed with during study time. ... I therefore had reservations about my abilities with technology and whether I was capable of ‘surviving the steep learning curve’ ...Once I had a grasp of how to use these digital devices, I also became aware of what a powerful communication tool they can be. The subsequent ‘conversations’ I engaged in combined with my professional reading also enlightened me to the importance of developing clear, effective communication skills. (student, male 2008)

  7. Other Notes • The expression “steep learning curve” appeared in 72% of student reflections. • All but three expressed some initial concern at the levels of technology expected by the subject and its assessments. • Similarly “powerful communication tool” was a phrase used in 51% of the reflections as part of the students summing up of their activities.

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