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Collaborative Learning in a Web-Based Environment: A Comparison Study

Collaborative Learning in a Web-Based Environment: A Comparison Study

Yin Zhang
Copyright: © 2009 |Pages: 14
ISBN13: 9781605663920|ISBN10: 1605663921|ISBN13 Softcover: 9781616925802|EISBN13: 9781605663937
DOI: 10.4018/978-1-60566-392-0.ch016
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MLA

Zhang, Yin. "Collaborative Learning in a Web-Based Environment: A Comparison Study." Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization, edited by Constantinos Mourlas, et al., IGI Global, 2009, pp. 343-356. https://doi.org/10.4018/978-1-60566-392-0.ch016

APA

Zhang, Y. (2009). Collaborative Learning in a Web-Based Environment: A Comparison Study. In C. Mourlas, N. Tsianos, & P. Germanakos (Eds.), Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization (pp. 343-356). IGI Global. https://doi.org/10.4018/978-1-60566-392-0.ch016

Chicago

Zhang, Yin. "Collaborative Learning in a Web-Based Environment: A Comparison Study." In Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization, edited by Constantinos Mourlas, Nikos Tsianos, and Panagiotis Germanakos, 343-356. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-392-0.ch016

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Abstract

Collaborative learning has long been proven to be an effective approach in the traditional classroom setting. Despite the discussion of the benefits and potential of collaborative learning in a Web-based learning environment, there has been a lack of empirical studies showing whether and how distance learning students may benefit from this learning experience, particularly in comparison to their oncampus peers and from their own perspectives. This chapter reports on a study that uses a comparative approach to evaluate the effectiveness of collaborative learning and related teaching and learning outcomes in both distance learning and on-campus settings. The major findings of this study suggest that distance learning students tend to have more positive perceptions of collaborative learning than their peers in the traditional classroom setting. In addition, distance learning students tend to embrace collaborative learning readily and early compared to their on-campus peers. In terms of student class performance, this study shows that distance learning students can achieve essentially the same learning goals as their on-campus peers. However, there are individual differences in student performance. An analysis of factors contributing to the individual performance differences suggests that engagement is closely correlated to student class performance. This study also shows that, overall, both distance learning and on-campus students provide similar course and instructor evaluations for teaching effectiveness for classes with collaborative learning. Finally, the implications of this study and suggestions for future research are discussed.

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