An Evaluation of Low Versus High-Collaboration in Online Learning

Authors

  • David Wicks Seattle Pacific University
  • Baine B. Craft Seattle Pacific University
  • Donghun (Don) Lee Seattle Pacific University
  • Andrew Lumpe Seattle Pacific University
  • Robin Henrikson Seattle Pacific University
  • Nalline Baliram Seattle Pacific University
  • Xu Bian Seattle Pacific University
  • Stacy Mehlberg Seattle Pacific University
  • Katy Wicks Seattle Pacific University

DOI:

https://doi.org/10.24059/olj.v19i4.552

Keywords:

Online Learning, Community of Inquiry, Learning Presence, Collaborative Learning, Self-regulated Learning

Abstract

Abstract Researchers in a recent study found that online students’ ability to self-regulate led to more focused attention and time on task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in this area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare differences between high- versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration led to higher levels of self-regulation or learning presence (forethought and planning, monitoring, strategy use, and reflection). Specifically, we explored how the use of high-collaboration technologies, such as Google Docs and Google Hangouts, impacted the level of learning presence students demonstrated while participating in a small group project. The low-collaboration group made minimal use of an asynchronous discussion forum for collaboration. Differences in collaboration were measured using student grades, peer evaluations, pre- and posttests, and community of inquiry surveys. In addition, quantitative content analysis and social network analysis were used to assess collaboration by examining learning presence in the two groups.

Author Biographies

David Wicks, Seattle Pacific University

Associate Professor Chair of Digital Education Leadership School of Education

Baine B. Craft, Seattle Pacific University

Associate Professor of Biology & Psychology School of Psychology, Family, & Community

Donghun (Don) Lee, Seattle Pacific University

School of Business, Government, and Economics

Andrew Lumpe, Seattle Pacific University

Professor of Education School of Education

Robin Henrikson, Seattle Pacific University

Assistant Professor of Teacher Education School of Education

Nalline Baliram, Seattle Pacific University

Graduate Student School of Education

Xu Bian, Seattle Pacific University

Graduate Student School of Education

Stacy Mehlberg, Seattle Pacific University

Graduate Student School of Education

Katy Wicks, Seattle Pacific University

Undergraduate School of Psychology, Family, & Community

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Published

2015-06-10

Issue

Section

Invited Papers / OLC 20th Anniversary Conference Special Issue