Factors affecting student-teacher satisfaction with a multi-college online collaborative course

Abstract

This study examined the factors that may promote student-teachers’ satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration experience and personality traits. The findings reveal that ICT level, positive experiences with collaborative learning and openness contributed significantly to satisfaction with the collaborative project and accounted for 63% of the variance. Personal traits were found to be mediated by ICT level, and ICT level was in turn mediated by collaborative experience. The results demonstrate the importance of ICT level as a prerequisite for these courses and the significance of preparing the groups and structuring the activities to achieve positive collaborative experiences.
 Implications for practice or policy:
 
 University stakeholders may build OCL courses in collaboration with other universities.
 University staff can determine how personality issues and ICT level affect students’ success in OCL courses.
 Policymakers can better understand the preparation necessary to develop OCL courses.
 This case can help educators improve their collaborative programs.

Assuring the quality of online learning in higher education: Adaptations in design and implementation

“…Furthermore, the sample students preferred collaborative activities throughout the online course. This finding agrees with the literature where adequate peer-to-peer interaction, guided by the instructor, can establish an online community to facilitate co-construction of knowledge and enhance satisfaction (Abuhassna et al, 2020;Kuzmanović et al, 2019;Lee et al, 2019, Ng & Baharom, 2018Shonfeld, 2021). Activities that strengthen this kind of interaction are student-moderated discussions, where participants engage in a dialogue on topics that are open to interpretations (P. .…”

“…Mutual collaboration for the co-construction of knowledge can increase students' satisfaction (Lee et al, 2019;Shonfeld, 2021); a sense of connection derives from belonging to a group. Regarding assessment, though, students might prefer individual assignments (Heilporn & Desrochers, 2020).…”

Institutional Factors and Student Satisfaction of Post-graduate Adult Learners

“…refs. [4], [6], [7], [22], [23]). While we recognize that correlation does not necessarily mean causality, we are encouraged by the parallel results of all three experiments and present the modified conceptual model shown in Figure 2.…”

“…Scholars have tried to analyze the key elements of student satisfaction at higher education in different ways. For example, Shonfeld [6] recognized the following three components: instructors, quality, and teaching methods. On the other hand, Alnawas [7] identified the following factors: organization and management, quality of teaching, personal development, assessment and feedback, learning resources and academic support.…”

Git-Based Distributed Collaborative Learning: Theories, Tools and Features

“…Among the many studies on the factors that affect online collaborative learning, it is found that the information technology level of teachers and learners is a prerequisite for collaborative learning based on computer information technology [22]. Therefore, how to reduce the learning cost of information technology for teachers and learners and overcome the barriers to use should be the direction of efforts to improve the effect of collaborative learning, and the collaboration software represented by Git is also gradually recognized by the market and users because of its ease of use and powerful functions.…”