Abstract
Research shows that successful collaborative learning only occurs when group members systematically activate and sustain their cognition, motivation, behavior, and emotions toward the attainment of their goals. In order to better help online instructors and instructional designers in developing online collaborative learning activities to their instruction, the purpose of this chapter is to provide an overview of collaborative learning in online teaching and learning, to examine current online collaborative learning based on a review of scholarly publications, and the trends on issues and challenges pertinent to online collaborative learning. The study discusses some challenges of online collaborative learning as well as strategies for facilitating effective collaborative learning in distance education.
TopCollaborative Learning: Concepts, Features And Elements
Harasim (2012) viewed collaborative online education as a learning model where learners are stimulated and guided into working together in order to construct knowledge innovatively and search for the conceptual knowledge necessary for problem-solving. Haythornthwaite (2006) indicated that characteristics of online collaboration include “knowledge creation, group learning, development and maintenance processes, computer-mediated communication, and the presentation of these issues in online learning environments” (p. 7). According to Coll et al. (2014), the process of collaborative online learning is a complex process that includes at least these three dimensions: the learning content, the academic task, and social participation. Janssen et al. (2012) revealed that online collaboration requires group members to engage in four different types of activities: task-related activities, social activities, regulation of task-related activities, and regulation of social activities.
Many terms have been used to describe group learning, such as cooperative learning, collaborative learning, team-based learning, peer instruction, and more (Major, 2020). Among these terms, the two most prevalent and interchangeable approaches are cooperative learning and collaborative learning. Major (2020) pointed out that these two forms of group learning were developed from “different philosophical paradigms and have differences in practical application” (p. 21). According to Prince (2004), the distinction between collaborative learning and cooperative learning is “the emphasis on student interactions rather than on learning as an individual or private activity” (p. 1). Major (2020) indicated that these two terms are:
Key Terms in this Chapter
Cooperative Learning: Cooperative Learning is a more specific instructional method in which students work in small groups to accomplish a common learning goal with the guidance of the teacher. The term is more commonly used in the K-12 setting.
Pedagogy: The method and practice of teaching and how information is delivered.
Summative Assessment: Summative assessments evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period. Assessments used to determine what the student has learned, generally used at the end of the assessment.
Learning Management System (LMS): Software used by teachers and students to deliver information, message capabilities, discussions, and grading.
Social-Constructivist Learning Theory: Social constructivism focuses on the collaborative nature of learning as people interact with one another.
Asynchronous Communication: Asynchronous communication in online learning means learning is not being done at the same time.
Formative Assessment: Assessments used throughout learning. Formative assessments show how a student is learning and can be ongoing and adjusted throughout. Formative assessments are a planned, ongoing process used to provide direction for further work.
Synchronous Communication: Synchronous communication in online learning means learning at the same time or happens in real time virtually or in-person.
Collaborative Learning: A learning environment where students work and learn together, or teachers and students work together, in groups of two or more, bringing skills and knowledge together for an assessment or product.
Constructivism: Knowledge that is formed from the knowledge and experiences of others.