2012
DOI: 10.19173/irrodl.v13i2.1127
|View full text |Cite
|
Sign up to set email alerts
|

Are online learners frustrated with collaborative learning experiences?

Abstract: <p>Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

0
45
2

Year Published

2013
2013
2022
2022

Publication Types

Select...
4
4
1

Relationship

0
9

Authors

Journals

citations
Cited by 164 publications
(59 citation statements)
references
References 46 publications
0
45
2
Order By: Relevance
“…However, in the current study, although students expected to be in contact with their classmates, their preference for collaborative work varied. Some preferred not to be involved in collaborative work because of communication and task completion problems with their teammates over distance (Capdeferro & Romero, 2012). To allow for such individual preferences, collaborative work could be optional.…”
Section: Learning Environmentmentioning
confidence: 99%
“…However, in the current study, although students expected to be in contact with their classmates, their preference for collaborative work varied. Some preferred not to be involved in collaborative work because of communication and task completion problems with their teammates over distance (Capdeferro & Romero, 2012). To allow for such individual preferences, collaborative work could be optional.…”
Section: Learning Environmentmentioning
confidence: 99%
“…Researchers have investigated online group learning for years. Learners reported to experience more frustrations in online groups than in the face-to-face counterpart (Smith et al, 2011), which may relate to the difference in study goals, imbalanced participation and the quality of individual contribution (Capdeferro & Romero, 2012 . Individual performance in a group is peer-rated so as to encourage participation and contribution.…”
Section: Collaborative Learning In Study Groupsmentioning
confidence: 99%
“…In online learning settings consisted of learners from various social backgrounds, it is vital that course facilitators know about individual learner's social backgrounds with a precise outcome to create or adjust plans suitable for the learner's social learning systems. Also, course facilitators need to be mindful of how social thoughts might be repeated about teaching and learning and the unsuitability for all learners (Capdeferro and Romero, 2012).…”
Section: Introductionmentioning
confidence: 99%