Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning
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| Title: | Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning |
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| Language: | English |
| Authors: | Robinson, Heather A., Kilgore, Whitney, Warren, Scott J. |
| Source: | Online Learning. Dec 2017 21(4):29-51. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Online Courses, Cooperative Learning, Learning Activities, Semi Structured Interviews, Teaching Experience, Classroom Techniques, Communication Strategies, Computer Mediated Communication, Performance Factors, Technical Support, Design Preferences, Computer System Design, Instructional Design, Graduate Study, Teacher Surveys, Teacher Attitudes, Qualitative Research |
| ISSN: | 2472-5749 |
| Abstract: | The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: the importance of online communication approaches, challenges and supports for online collaborative learning, and online learner support as the core of online learning. In the online classroom, additional factors must be considered in order to develop successful online collaborative learning. Beyond group work, these considerations include additional time and nurturing, scaffolding, instructional design, and understanding students' comfort level with collaborative online work. The findings of this study are discussed, and recommendations are provided for the development and design of meaningful online collaborative learning. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2017 |
| Accession Number: | EJ1163608 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: the importance of online communication approaches, challenges and supports for online collaborative learning, and online learner support as the core of online learning. In the online classroom, additional factors must be considered in order to develop successful online collaborative learning. Beyond group work, these considerations include additional time and nurturing, scaffolding, instructional design, and understanding students' comfort level with collaborative online work. The findings of this study are discussed, and recommendations are provided for the development and design of meaningful online collaborative learning. |
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| ISSN: | 2472-5749 |
