Challenges and Benefits of Collaborative Work in Online Courses
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| Title: | Challenges and Benefits of Collaborative Work in Online Courses |
|---|---|
| Language: | English |
| Authors: | Sheri Conklin, Stella Kim, Beth Oyarzun, Daniel Maxwell |
| Source: | Online Learning. 2026 30(1):48-77. |
| 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: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Barriers, Cooperative Learning, Online Courses, Student Experience, Electronic Learning, Student Attitudes, Communities of Practice, Inquiry, College Students, Peer Relationship, Teacher Student Relationship |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | This investigation examined student experiences with online collaborative learning, focusing on the types and frequency of support received and their relationship to the Community of Inquiry framework. An online survey of 110 students revealed that the majority received support from both instructors and peers, with informational support being predominant. Primary benefits included enhanced collaboration skills and increased awareness of others' perspectives, while challenges primarily involved workload management and scheduling. Higher frequency and clarity of support were correlated with greater teaching and social presence. The findings underscore the significance of balanced, frequent, and clear guidance in online collaborative work, as well as the necessity to address deficiencies in emotional support. Implications for instructional design and faculty development are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507895 |
| Database: | ERIC |
| Abstract: | This investigation examined student experiences with online collaborative learning, focusing on the types and frequency of support received and their relationship to the Community of Inquiry framework. An online survey of 110 students revealed that the majority received support from both instructors and peers, with informational support being predominant. Primary benefits included enhanced collaboration skills and increased awareness of others' perspectives, while challenges primarily involved workload management and scheduling. Higher frequency and clarity of support were correlated with greater teaching and social presence. The findings underscore the significance of balanced, frequent, and clear guidance in online collaborative work, as well as the necessity to address deficiencies in emotional support. Implications for instructional design and faculty development are discussed. |
|---|---|
| ISSN: | 2472-5749 2472-5730 |
