Collaborative Critical Inquiry: COVID-19 and Beyond

Introduction

With the educational environment transformed due to COVID collaborative learning has become an increasingly popular method of engaging students. Research finds that collaborative tools encourage communication among participants with interfaces that are easy to use (Micha elides et al, 2013; Daim et al., 2012; Mallon & Bernsten, 2015). In addition, collaborative experiences promote critical thinking and reflection while also encouraging students to “develop a sense of community, thus enabling the creation of an environment in which further collaborative work can happen” (Palloff and Pratt 2005, p. 5).

As Blount expressed collaborative learning was like a ‘‘balcony-dance floor work, and “is an art to be immersed in an experience— fully attentive to the intensity and complexity of the moment—and at the same time see the larger context of the work and one’s options for effective action (Blount, 2006, p. 1). Blount’s' analogy of immersing oneself into the experience is analogous to the interactive process as each reflects upon others' viewpoints responding in kind after much reflection furthering the interactive process.

Research during COVID supports Blount’s early work underling that the advantage of asynchrony online provides students options to revisit the site after work or family obligations as they consider and reconsider perspectives deliberating and challenging their peers while clarifying and arguing their own (Daniel, 2020; Skaraki & Kolokotronis 2022; Nurwahyuni, 2020; Lytvyn et al., 2021).

Additionally, as online learning environments are open and dynamic it makes for greater student-centered active learning strategies in contrast to in-class hierarchical environments (Barker, 2003; Black, 2002). This flexibility allows students to take on more responsibility for their learning and are more initiative-taking in their exchanges with others. (Yang, 2021; Parsad & Tice, 2008; Chadha, 2021).

Moreover, researchers contend that another benefit online is the ability to brainstorm and bounce ideas while sharing their individual experiences and perspectives, which has increased cognitive thinking and comprehension (Healy et al., 2014; Chadha, 2021). These, in turn, promote students revisiting the materials due to interest and self-motivation. While other research finds that collaborative endeavors provide mentorship extending the individual learning experience (Chadha, 2021; Stacey 1999; Zipp et al., 2009).

With the focus on best practices in online web design and function due to COVID, researchers turn to the earlier work espoused by the COL framework, “design of an online space leads to meaningful and educationally worthwhile learning outcomes” (Garrison et al., 2000, p. 87). Guided by the COL framework researchers find that with a purposefully created structured and ordered space, students have opportunities to reflect and examine their perspectives while simultaneously examining and challenging peer perspectives (Subramanyam, 1983; Chadha, 2022; Spasser, 2000).