Step into Online Collaborative Learning

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  • Title: Step into Online Collaborative Learning: What Teacher Educators Can Learn from the Initial Online Collaborative Experience?
  • Author(s): Adva Margaliot
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: e-Learning and Innovative Pedagogies
  • Journal Title: Ubiquitous Learning: An International Journal
  • Keywords: Online Collaborative Learning; Group Interactions; Pedagogy of Constructing Shared Knowledge; Group Collaboration; Social Interaction in Online Learning
  • Volume: 11
  • Issue: 4
  • Year: 2018
  • ISSN: 1835-9795 (Print)
  • DOI: https://doi.org/10.18848/1835-9795/CGP/v11i04/51-63
  • Citation: Margaliot, Adva . 2018. "Step into Online Collaborative Learning: What Teacher Educators Can Learn from the Initial Online Collaborative Experience?." Ubiquitous Learning: An International Journal 11 (4): 51-63. doi:10.18848/1835-9795/CGP/v11i04/51-63.
  • Extent: 13 pages

Abstract

The use of different learning and teaching technologies, and especially the rise of collaborative platforms, enables the both the instructor and the students to engage in other innovative ways of participation, content knowledge sharing, and communication. The present study examines apprentices’ perceptions towards the F2F learning and asynchronous Online Collaborative Learning (OCL) of undergraduates who are career retraining as teachers. This study is unique as it examines the online collaborative discourse of thirty-four students for a better understanding of the challenges and the benefits of this recent and innovative type of learning. Quantitative and qualitative analyses of the online discourse were conducted. The findings show that the participants demonstrated the ability to build their knowledge on their own despite the difficulties that arose during the initial course. Research findings revealed ways to promote collaboration in online learning and to improve its administration by the instructor. In addition, this study closely monitored the instructor’s main actions during the teaching process, which need improvement for future courses. This research contributes to expanding the discussion on how higher education educators are adapting OCL.