Research+Synopsis

** ONLINE COLLABORATIVE LEARNING  ** ________________________________________________________________
 * RESEARCH SYNOPSIS ON **

DEFINITION
Online collaborative learning refers to the process of sharing knowledge and generating new knowledge as learners work with their peers (Brindley, Walti, & Blaschke, 2009; Lock & Redmond, 2006). Learners become part of a learning community and work towards a common learning goal such as understanding a concept or solving a problem. (Brindley et al.; Lock & Redmond). Learners are active in searching for information, participating in online discussions and sharing their knowledge, ideas and opinions (Brindley et al.). **METHODS** The synopsis was conducted using 10 different studies from nine international peer-reviewed educational-technology journals as follows:

1. Canadian Journal of Learning and Technology; 2. Computers & Education; 3. Educational Technology & Society; 4. Electronic Journal for the Integration of Technology in Education; 5. Electronic Journal of e-learning; 6. European Journal of Distance and Open Learning; 7. Journal of distance education; 8. International Review of Research in Open and Distance Learning; 9. MELOT Journal of Online Learning and Technology.

At least one study was selected from each of the nine journals. No more than two studies were included from any one journal. Only studies with primary data sources were included. Book reviews, editorials, colloquia, reviews of the literature or reports that were not empirically-based were excluded. The trend was identified inductively through a search of the years 2003-2009. Only studies with the word online and collaboration or collaborative were included.

KEY FINDINGS
== Students have a positive attitude toward online collaboration ( Drexler, Dawson, & Fergig, 2007; Lock & Redmond, 2006; Poellhuber & Karsenti, 2008) and enjoy the experience of communicating with peers, specifically reading others insights and perspectives (Macdonald, 2003; Lock & Redmond). Drexler et al. (2007) similarly discovered incorporating online collaboration in a grade three English classroom, through the means of blogging with preservice teachers, helps to improve students’ attitude towards writing. == == Peck and Zhang (2003) reported 90% of students felt online collaboration was a valuable tool for learning. Students benefit from using online collaboration as a resource for support and therefore are able to overcome difficulties they encounter in their learning (Poellhuber & Karsenti, 2008). Online collaboration is enriching by providing students with an opportunity to reflect and explore their own knowledge ( Pragnell, Roselli, & Rossano, 2006), generate better and more solutions to problem solving tasks, (Psycharis & Dimokratias, 2007) and encourages deeper level thinking ( Pragnell, et al. ).  == == Online collaboration allows for different student needs to be met, while everyone experiences success (Drexler et al., 2007). Online collaboration tends to alleviate the fears that some students have when participating in cooperative learning such as shyness, fear of asking for help and being reluctant to show one’s abilities (Pragnell et al., 2006). ``The less directly personal confrontation occurring online encourages students with greater learning difficulties to voice their opinions and doubts `` (Pragnell et al., p. 127). Pragnell et al. reported that students with higher ability communicated more collaboratively than students with lower ability, but the learning gain for lower ability students was higher. Lower ability students may passively attend online discussions, but they feel like they are involved in the development of ideas and they absorb the growing knowledge (Pragnell et al.). == == Poellhuber and Karsenti (2008) and Tweddell Levinsen (2006) report some students taking classes requiring online collaboration can encounter some difficulties and logistics that make collaboration unsuccessful for these students. Students that remained isolated and did not collaborate to solve issues they encountered tended to drop out of the course (Poellhuber & Karsenti). Students taking online course can feel overwhelmed and fatigued by collaborative learning because the amount of discussion can be time consuming and more demanding than anticipated (Tweddell Levinsen). == == Success of online collaboration learning require some essential elements (Brindley et al., 2009 ; Macdonald, 2003; Peck & Zhang, 2003). Students must be presented with clear learning objectives and instruction, activities must be task appropriate, and students must be given sufficient time to complete the collaboration (Brindley et al.). Groups must have an effective group leader (Chen, Yang & Tsou, 2008) and the collaboration must be moderated; receiving timely feedback from the instructor (Brindley et al.; Peck & Zang). Macdonald (2003) argues that assessment of collaboration is essential for successful collaboration. When students are aware they will be assessed on their collaboration, it will increase their participation as well as ensuring students engage in quality collaboration (Macdonald, 2003). == == The evidence indicates that online collaborative learning is enriching (Tweddell Levinsen, 2006) and beneficial to learners ( Drexler et al., 2007; Lock & Redmond, 2006; Pragnell et al., 2006). Online collaboration increases students attitude towards learning (Drexler et al., 2007; Lock & Redmond, 2006), encourages reflection, higher level thinking (Pragnell et al.) , and problem solving skills (Psycharis & Dimokratias, 2007). Online collaboration is beneficial to a variety of learning abilities because students can learn from each other (Pragnell et al., 2006). ==

IMPLICATIONS FOR POLICY AND PRACTICE
== Drexler, Dawson, and Fergig (2007) found online collaborative learning to be a successful, productive and motivating learning experience for grade 3 English students. However, Drexler et al. notes the study should be repeated across grade levels and subject areas to determine if similar results arise. Psycharis and Dimokratias, (2007) also conclude further research is required to determine if activities other than problem-solving yield similar success. Peck and Zhang (2003) are interested in investigating ``the effect of peer online collaboration and individual achievement and the relationship between learner characteristics and the type of online collaboration on performance during problem solving`` (p.16). == == It must be recognized that some students enjoy and participate in online collaboration, while others are not interested in online collaboration. (Macdonald, 2003; Poellhuber & Karsenti, 2008). Poellhuber & Karsenti (2008) suggest that you make it optional and a certain proportion will take advantage of it. == == There are challenges to address when implementing online collaborative learning (Drexler et al., 2007)). Drexler et al. and Macdonald (2003) suggest teachers should consider students skills with technology before beginning online collaboration because it is time-consuming to collaborate online, especially if students’ technology and typing skills are weak. Macdonald (2003) states that if development of technology skills are going to be practiced during the course, they should be worked into the assessment.   == ==  Tweddell Levinsen (2006) observes that course curriculum tends to be extensive and online collaboration can be time-consuming, so it is necessary for students to work diligently and without any interruptions. In the opinion of Lock and Redmond (2006) teachers should be given time to plan, develop, and implement online collaborative work to ensure it is effective in achieving student learning. Brindley et al. (2009) note teachers should continually reflect on their teaching to continually improve. == == It is the view of Chen, Wu, Yang, and Tsou (2008) that instructors are to choose a leader for the online collaborative group and whenever possible it should be someone that was a leader in the past. They suggest the instructor use a questionnaire to determine if the candidate holds the qualities that could make him an effective leader and the instructor should provide training for the defined leader. ==

LIST OF STUDIES
Chen, C. C., Wu, J., Yang, S. C., & Tsou, H.Y. (2008). Importance of diversified leadership roles in improving team effectiveness in a virtual collaboration learning environment. // Educational Technology & Society //, 11(1), 304-321. Drexler, W., Dawson, K., & Fergig, R.E. (2007). Collaborative blogging as a    means to develop elementary expository writing skills. // Electronic Journal for the Integration of Technology in Education, // 6, 140-160. Brindley, J. E., Walti, C. & Blaschke, L.M. (2009). Creating effective collaborative learning groups in an online environment. // International Review of // // Research in Open and Distance Learning  //, 10(3), 1-18. Lock, J.V., & Redmond, P. (2006). International online collaboration: Modeling online learning and teaching. // MELOT Journal of Online Learning and // // Technology,  // 2(4), 233-247. Macdonald, J. (2003). Assessing online collaborative learning: Process and product. // Computers & Education //, 40, 377–391. Peck, K. L., & Zhang, K. (2003). The effects of peer-controlled or moderated online collaboration on group problem solving and related attitudes. // Canadian Journal of Learning and Technology  //, 29(3). Poellhuber, B., & Karsenti, T. (2008). The effect of peer collaboration and collaborative learning on self-efficacy and persistence in a learner-paced continuous model. // Journal of Distance Education //, 22(3), 41-62. Pragnell, M. V., Roselli, T. & Rossano, V. (2006). Can a hypermedia cooperative e-learning environment stimulate constructive collaboration? // Educational // // Technology & Society  //, 9(2), 119-132. =  =   Psycharis, S., & Dimokratias, L. (2007). The use of a course management system for the investigation of the relationship between collaboration and students’ achievement in a course of physics. // European Journal of // // Distance and Open Learning  //, 1, 1-12. Tweddell Levinsen, K. (2006). Collaborative on-line teaching: The inevitable path to deep knowledge and knowledge sharing? // Electronic Journal of e- // // learning  //, 4(1), 43-50. ** AUTHOR OF SYNOPSIS  ** This synopsis was created by Melanie Johnston in, 2010 for course Education 6620: Issues and Trends in Educational Computing.