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Why Does Collaborative Learning Not Always Work Even When the Appropriate Tools Are Available?

Yıl 2019, Cilt: 20 Sayı: 4, 11 - 30, 01.10.2019
https://doi.org/10.17718/tojde.640500

Öz

Today, more and more working adults are opting for the Open Distance Learning (ODL) mode to pursue their tertiary studies as it offers them the flexibility to study anywhere, any time and at one’s own pace. But studying at a distance can be problematic for many learners, with the absence of regular traditional face-to-face sessions. Some find it difficult to adapt to this new learning environment and become easily isolated. Collaborative Learning (CL) can help overcome this isolation and boost learning performance. To investigate the implications of CL in the ODL environment, a study was conducted with 155 learners at the Open University of Mauritius. The study revealed that at least one third of the respondents were not participating in CL and were thus missing on the benefits of “learning together”. The others had adopted CL to understand the course content, discuss assignments and get better marks. This study also showed that tutors’ role was vital in encouraging learners delve in CL. Respondents deplored the lack of appropriate infrastructure and meeting places to hold CL meetings. They also reported lack of awareness of the benefits of CL and difficulty in finding time due to family and professional commitment as some of the obstacles to CL.

Kaynakça

  • Amry, B. A. (2014). The impact of WhatsApp mobile social learning on the achievement and attitudes of female learners compared with face to face learning in the classroom. European Scientific Journal, 10(22), 116-136. Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved 08.08.18 from https://cft.vanderbilt.edu/active-learning/. Brindley, J.E., Walti, C. & Blaschke, L.M. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distributed Leaning, 10 (3). Chan, L. (2005). WebCT revolutionized e-learning. UBC Reports, 51(7). Colbeck, C.L., Campbell, S.E., & Bjorklund, S.A. (2000). Grouping in the Dark: What college students learn from group projects? The Journal of Higher Education. 71(1), 60-83 Cole, J. (2005). Using Moodle: Teaching with the Popular Open Source Course Management System. Sebastopol: O’ Reilly Community Press. Curtis, D. D., & Lawson, M. J. (2001). Exploring Collaborative Online Learning. Journal of Asynchronous Learning Networks, 5(1), 21-34. De Jong, N., Krumeich, J. S. M., & Verstegen, D. M. L. (2016). To what extent can PBL principles be applied in blended learning: Lessons learned from health master programmes. Medical Teacher, 39(2), 203-211. doi: 10.1080/0142159X.2016.1248915 Delucchi, M. (2006). The efficacy of collaborative learning groups in an undergraduate statistics course. College Teach, 54(2), 244-248. Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N.J. (2007). Learners’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behaviour, 23, 496-514. Dirkx, J. M., & Smith, R.O. (2008). Collaborative Learning: Two perspectives on theory and practice. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/497/1043 Dornyei, Z. (2001). Teaching and researching motivation. In N. Christopher, & R. David (Eds.), Applied linguistics in action series. Harlow: Pearson Education Limited. 28 Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms (5th ed.). New Jersey, OH: Pearson Merrill Prentice Hall. Eichler, G. (2003). E-Learning and communities, supporting the circulation of knowledge pieces. Innovative Internet Community Systems, Lecture Notes in Computer Science, 2877, 48-64. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Frankola, K. (2001). Why online learners dropout. Workforce, 10, 53-63. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. Hrastinski, S., & Aghaee, N. M. (2012). How are campus learners using social media to support their studies? An explorative interview study. Education and Information Technologies, 17, 451-464. Jacobs, G.M., Power, M.A., & Loh, W. I. (2002). The teacher’s sourcebook for cooperative learning: practical techniques, basic principles and frequently asked questions. Thousand Oaks: Corwin Press. Jiang, Y.M. (2009). Applying group work to improve college learners’ oral English. Int Edu Stud, 2(3), 136- 139. Johnson, D.W., & Johnson, R.T. (1989). Cooperation and Competition: Theory and research. Edina, MN: Interaction Book Company. Johnston, C.G., James, R.H., Lye, J.N., & McDonald, I. M. (2000). An Evaluation of Collaborative Problem Solving for Learning Economics. Journal of Economic Education, 31(1), 13-29. Joo, Y.J., Lim, K.Y., & Kim, E.K. (2011). Online university learners’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654-1664. Jung, I, Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction, and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162. Katz, S., & O’Donnell, G. (1999). The Cognitive Skill of Coaching Collaboration. In C. Hoadley, & J. Roschelle (Eds.), Prooceedings of Computer Support for Collaborative Learning (291–299). Stanford University CA: Palo Alto. Kuo, Y.C., Belland, B.R., & Kuo, Y.T. (2017). Learning through blogging: Learner’s Perspectives in Collaborative Blog-Enhanced Learning Communities. Educational Technology & Society, 20(2), 37-50. Laal, M. and Ghodsi, S.M. (2012) Benefits of Collaborative Learning. Procedia - Social and Behavioral Sciences, 31(1), 486-490. Laal, M. and Laal, M. (2012). Collaborative learning: what is it?. Procedia –Social and Behavioral Sciences, 31(1), 491-495. Lan, Y., Sung, Y., & Chang, K. (2007). A mobile-device-supported peer-assisted learning system for collaborative early ELF reading. Language Learning & Technology, 11(3), 130-151. Law, N., & Wong, E. (2003). Developmental trajectory in knowledge building: An investigation. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for change in networked learning environments (pp. 57-66). Dordrecht, Netherlands: Kluwer. Lee, Y., & Choi, J. (2013). A structural equation model of predictors of online learning retention. The Internet and Higher Education, 16, 36-42. Lentell, H. (2003). The Importance of the Tutor in Open and Distance Learning. In A. Tait, & R. Mills (Eds.), Rethinking Learner Support In Distance Education (pp. 64-76). London: Routledge Falmer. Lin, L. (2015). Exploring Collaborative Learning: Theoretical and Conceptual Perspectives. Investigating Chinese HE EFL Classrooms. Springer-Verlag Berlin Heidelberg, 11-28. 29 Maesin, A., Mansor, M. Shafie, L.A., & Nayan, S. (2009). A study of collaborative learning among Malaysian undergraduates. Asian Social Journal, 5(7), 70-76. Mattar, J.A. (2010). Constructivism and Connectivism in Education technology: Active, situated, authentic, experiential, and anchored learning. Technology, 21(2), 1-16. Mayes, T. (2001). Learning technology and learning relationships. In J. Stephenson (Ed.), Teaching & learning online pedagogies for new technologies (pp. 16-25). London: Kogan Page. Muuro, M.E, Wagacga, W.P., Oboko, R., & Kihoro, J. (2014). Learners’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya. International Review of Research in Open and Distance Learning, 15(6), 132-161. Nurmela, K., Palpnen, T., Lehtinen E., & Hakkarainen, K. (2003). Developing tools for anlayzing CSCL process. In B. Wasson, S. Ludvigsen, & U. Hoppr (Eds.), Designing for change in networked learning environements (pp. 333-342). Dordrecht, Netherlands: Kluwer. Nyerere, J.A., Gravenir, F.Q., & Mse, G.S. (2012). Delivery of open, distance, and e-learning in Kenya. The International Review of Research in Open and Distance Learning, 13(3), 185-205. Pearson, B.B.C. (2010). Collaborative Learning: Encouraging shy learners to participate in group activities. Always Learning, Educational Publishers LLP Trading. Retrieved from http://www.bbcactive. com/BBCActiveIdeasandResources/EncouragingShyLearnerstoParticipateinGroups.aspx Pedro, A.W., & Scott, J. (2004). Factors that influence learners’ decision to drop out of online course. JALN, 8(4). Picou, A. (2011). Does gender, GPA or age influence test performance in the introductory finance class? A study using linked questions. Review of Business Research, 11(4), 118-126. Preston, G., Phillips, R., Gosper, M., McNeill, M., Woo, K., & Green, D. (2010). Web-based lecture technologies: Highlighting the changing nature of teaching and learning. Australian Journal of Educational Technology, 26(6), 717-728. Rabbany, R., Elatia, S. Takaffoli, M., & Zaiane, O. R. (2013). Collaborative Learning of Learners in Online Discussion Forums: A Social Network Analysis Perspective. In A. Peña-Ayala (Ed.), Educational Data Mining: Applications and Trends (pp. 441-466). Retnowati, E. Ayres, P., & Sweller, J. (2017). Can Collaborative Learning improve the effectiveness of worked examples in Learning Mathematics? Journal of Educational Psychology, 109(5), 666-679 Rovio-Johansson, A. and Lumsden, M. (2012). Collaborative production of pedagogical knowledge: enhancing learners’ learning. Journal of Applied Research in Higher Education, 4(1), pp. 72-83. Sanders, M. (2008). A failure to collaborate. The Chronicle of Higher Education, First Person. Sansivero, G. (2016). Challenges and advantages of Collaborative learning: Developing workforce readiness in students. Seen Magazines US articles Schreiber, L.M., & Valle, B.E. (2013). Social Constructivist teaching strategies in the small group classroom. Small Group Research, 44, 395-411. Stansfield, M., McLellan, E., & Connolly, T. (2004). Enhancing learner performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 73-188. Sun, J. (2016). Multi-dimensional alignment between online instruction and course technology: A learnercentered perpective. Computers & Education, 101, 102-114 Svolik, M.W. (2009). Power sharing and Leadership Dynamics in authoritarian regimes. American Journal of Political Science. Midwest Political Science Association. 53(2), 447-494 Van Merrienboer, J.J.G., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Towards a framework for the design of powerful learning environments. In E. De Corte, L. Verschaffel, N. Enstwistle, & J.J.G. Van Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions. Oxford: Elsevier Science. 30 Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press. Weidlich, J., & Bastiaens, T.J., (2018). Technology Matters – The impact of transactional distance on satisfaction in Online Distance Learning, International Review of Research in Open and Distributed Learning, 19(3). Yazici, H.J. (2005). A study of collaborative learning style and team learning performance. Education and Training Journal, 47(3), 216-229. Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. Zhu, C. (2012). Learner Satisfaction, Performance and Knowledge Construction in Online Collaborative Learning. Educational Technology & Society, 15(1), 127-136. Zygouris-Coe, V. (2012). Collaborative Learning in an online teacher education course: lessons learned. In ICICTE Proceedings (pp. 332-342).
Yıl 2019, Cilt: 20 Sayı: 4, 11 - 30, 01.10.2019
https://doi.org/10.17718/tojde.640500

Öz

Kaynakça

  • Amry, B. A. (2014). The impact of WhatsApp mobile social learning on the achievement and attitudes of female learners compared with face to face learning in the classroom. European Scientific Journal, 10(22), 116-136. Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved 08.08.18 from https://cft.vanderbilt.edu/active-learning/. Brindley, J.E., Walti, C. & Blaschke, L.M. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distributed Leaning, 10 (3). Chan, L. (2005). WebCT revolutionized e-learning. UBC Reports, 51(7). Colbeck, C.L., Campbell, S.E., & Bjorklund, S.A. (2000). Grouping in the Dark: What college students learn from group projects? The Journal of Higher Education. 71(1), 60-83 Cole, J. (2005). Using Moodle: Teaching with the Popular Open Source Course Management System. Sebastopol: O’ Reilly Community Press. Curtis, D. D., & Lawson, M. J. (2001). Exploring Collaborative Online Learning. Journal of Asynchronous Learning Networks, 5(1), 21-34. De Jong, N., Krumeich, J. S. M., & Verstegen, D. M. L. (2016). To what extent can PBL principles be applied in blended learning: Lessons learned from health master programmes. Medical Teacher, 39(2), 203-211. doi: 10.1080/0142159X.2016.1248915 Delucchi, M. (2006). The efficacy of collaborative learning groups in an undergraduate statistics course. College Teach, 54(2), 244-248. Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N.J. (2007). Learners’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behaviour, 23, 496-514. Dirkx, J. M., & Smith, R.O. (2008). Collaborative Learning: Two perspectives on theory and practice. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/497/1043 Dornyei, Z. (2001). Teaching and researching motivation. In N. Christopher, & R. David (Eds.), Applied linguistics in action series. Harlow: Pearson Education Limited. 28 Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms (5th ed.). New Jersey, OH: Pearson Merrill Prentice Hall. Eichler, G. (2003). E-Learning and communities, supporting the circulation of knowledge pieces. Innovative Internet Community Systems, Lecture Notes in Computer Science, 2877, 48-64. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Frankola, K. (2001). Why online learners dropout. Workforce, 10, 53-63. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. Hrastinski, S., & Aghaee, N. M. (2012). How are campus learners using social media to support their studies? An explorative interview study. Education and Information Technologies, 17, 451-464. Jacobs, G.M., Power, M.A., & Loh, W. I. (2002). The teacher’s sourcebook for cooperative learning: practical techniques, basic principles and frequently asked questions. Thousand Oaks: Corwin Press. Jiang, Y.M. (2009). Applying group work to improve college learners’ oral English. Int Edu Stud, 2(3), 136- 139. Johnson, D.W., & Johnson, R.T. (1989). Cooperation and Competition: Theory and research. Edina, MN: Interaction Book Company. Johnston, C.G., James, R.H., Lye, J.N., & McDonald, I. M. (2000). An Evaluation of Collaborative Problem Solving for Learning Economics. Journal of Economic Education, 31(1), 13-29. Joo, Y.J., Lim, K.Y., & Kim, E.K. (2011). Online university learners’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654-1664. Jung, I, Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction, and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162. Katz, S., & O’Donnell, G. (1999). The Cognitive Skill of Coaching Collaboration. In C. Hoadley, & J. Roschelle (Eds.), Prooceedings of Computer Support for Collaborative Learning (291–299). Stanford University CA: Palo Alto. Kuo, Y.C., Belland, B.R., & Kuo, Y.T. (2017). Learning through blogging: Learner’s Perspectives in Collaborative Blog-Enhanced Learning Communities. Educational Technology & Society, 20(2), 37-50. Laal, M. and Ghodsi, S.M. (2012) Benefits of Collaborative Learning. Procedia - Social and Behavioral Sciences, 31(1), 486-490. Laal, M. and Laal, M. (2012). Collaborative learning: what is it?. Procedia –Social and Behavioral Sciences, 31(1), 491-495. Lan, Y., Sung, Y., & Chang, K. (2007). A mobile-device-supported peer-assisted learning system for collaborative early ELF reading. Language Learning & Technology, 11(3), 130-151. Law, N., & Wong, E. (2003). Developmental trajectory in knowledge building: An investigation. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for change in networked learning environments (pp. 57-66). Dordrecht, Netherlands: Kluwer. Lee, Y., & Choi, J. (2013). A structural equation model of predictors of online learning retention. The Internet and Higher Education, 16, 36-42. Lentell, H. (2003). The Importance of the Tutor in Open and Distance Learning. In A. Tait, & R. Mills (Eds.), Rethinking Learner Support In Distance Education (pp. 64-76). London: Routledge Falmer. Lin, L. (2015). Exploring Collaborative Learning: Theoretical and Conceptual Perspectives. Investigating Chinese HE EFL Classrooms. Springer-Verlag Berlin Heidelberg, 11-28. 29 Maesin, A., Mansor, M. Shafie, L.A., & Nayan, S. (2009). A study of collaborative learning among Malaysian undergraduates. Asian Social Journal, 5(7), 70-76. Mattar, J.A. (2010). Constructivism and Connectivism in Education technology: Active, situated, authentic, experiential, and anchored learning. Technology, 21(2), 1-16. Mayes, T. (2001). Learning technology and learning relationships. In J. Stephenson (Ed.), Teaching & learning online pedagogies for new technologies (pp. 16-25). London: Kogan Page. Muuro, M.E, Wagacga, W.P., Oboko, R., & Kihoro, J. (2014). Learners’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya. International Review of Research in Open and Distance Learning, 15(6), 132-161. Nurmela, K., Palpnen, T., Lehtinen E., & Hakkarainen, K. (2003). Developing tools for anlayzing CSCL process. In B. Wasson, S. Ludvigsen, & U. Hoppr (Eds.), Designing for change in networked learning environements (pp. 333-342). Dordrecht, Netherlands: Kluwer. Nyerere, J.A., Gravenir, F.Q., & Mse, G.S. (2012). Delivery of open, distance, and e-learning in Kenya. The International Review of Research in Open and Distance Learning, 13(3), 185-205. Pearson, B.B.C. (2010). Collaborative Learning: Encouraging shy learners to participate in group activities. Always Learning, Educational Publishers LLP Trading. Retrieved from http://www.bbcactive. com/BBCActiveIdeasandResources/EncouragingShyLearnerstoParticipateinGroups.aspx Pedro, A.W., & Scott, J. (2004). Factors that influence learners’ decision to drop out of online course. JALN, 8(4). Picou, A. (2011). Does gender, GPA or age influence test performance in the introductory finance class? A study using linked questions. Review of Business Research, 11(4), 118-126. Preston, G., Phillips, R., Gosper, M., McNeill, M., Woo, K., & Green, D. (2010). Web-based lecture technologies: Highlighting the changing nature of teaching and learning. Australian Journal of Educational Technology, 26(6), 717-728. Rabbany, R., Elatia, S. Takaffoli, M., & Zaiane, O. R. (2013). Collaborative Learning of Learners in Online Discussion Forums: A Social Network Analysis Perspective. In A. Peña-Ayala (Ed.), Educational Data Mining: Applications and Trends (pp. 441-466). Retnowati, E. Ayres, P., & Sweller, J. (2017). Can Collaborative Learning improve the effectiveness of worked examples in Learning Mathematics? Journal of Educational Psychology, 109(5), 666-679 Rovio-Johansson, A. and Lumsden, M. (2012). Collaborative production of pedagogical knowledge: enhancing learners’ learning. Journal of Applied Research in Higher Education, 4(1), pp. 72-83. Sanders, M. (2008). A failure to collaborate. The Chronicle of Higher Education, First Person. Sansivero, G. (2016). Challenges and advantages of Collaborative learning: Developing workforce readiness in students. Seen Magazines US articles Schreiber, L.M., & Valle, B.E. (2013). Social Constructivist teaching strategies in the small group classroom. Small Group Research, 44, 395-411. Stansfield, M., McLellan, E., & Connolly, T. (2004). Enhancing learner performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 73-188. Sun, J. (2016). Multi-dimensional alignment between online instruction and course technology: A learnercentered perpective. Computers & Education, 101, 102-114 Svolik, M.W. (2009). Power sharing and Leadership Dynamics in authoritarian regimes. American Journal of Political Science. Midwest Political Science Association. 53(2), 447-494 Van Merrienboer, J.J.G., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Towards a framework for the design of powerful learning environments. In E. De Corte, L. Verschaffel, N. Enstwistle, & J.J.G. Van Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions. Oxford: Elsevier Science. 30 Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press. Weidlich, J., & Bastiaens, T.J., (2018). Technology Matters – The impact of transactional distance on satisfaction in Online Distance Learning, International Review of Research in Open and Distributed Learning, 19(3). Yazici, H.J. (2005). A study of collaborative learning style and team learning performance. Education and Training Journal, 47(3), 216-229. Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. Zhu, C. (2012). Learner Satisfaction, Performance and Knowledge Construction in Online Collaborative Learning. Educational Technology & Society, 15(1), 127-136. Zygouris-Coe, V. (2012). Collaborative Learning in an online teacher education course: lessons learned. In ICICTE Proceedings (pp. 332-342).
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Perienen Appavoo Bu kişi benim 0000-0002-4076-0739

Kaviraj Sharma Sukon Bu kişi benim 0000-0002-5422-964X

Abheenaye Chauhan Gokhool Bu kişi benim 0000-0002-4670-0710

Vandanah Goorıa Bu kişi benim 0000-0002-1805-6964

Yayımlanma Tarihi 1 Ekim 2019
Gönderilme Tarihi 10 Ekim 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 4

Kaynak Göster

APA Appavoo, P., Sukon, K. S., Gokhool, A. C., Goorıa, V. (2019). Why Does Collaborative Learning Not Always Work Even When the Appropriate Tools Are Available?. Turkish Online Journal of Distance Education, 20(4), 11-30. https://doi.org/10.17718/tojde.640500