Interaction forms in successful collaborative learning in virtual learning environments

Abstract

Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by two different types of virtual learning environment. Through a qualitative case study, we examined how students interacted with each other while working with collaborative tasks. Results indicate that interaction in collaborative situations was more often group-related than task-related. Group-related interaction concentrated mostly on coordination of group work, such as planning and organising group activities. Task-related interaction was mostly in the form of comments or answers to earlier messages. However, there were differences in the interaction forms according to the learning environment. The results of this study provide teachers, educators and educational coordinators guidelines for how to organise and enhance successful collaborative learning both virtually and face-to-face.

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

“…Assessing learners' readiness for computer-supported collaborative learning (CSCL) through the development of a framework measuring motivation for collaborative learning, prospective behaviors for collaborative learning, and online learning aptitude was the focus of one recent study (Xiong, So, & Toh, 2015). The use of social media, Mendeley, and virtual environments have provided additional areas of current research, exploring how students interact, whether student academic performance is improved, and how or whether tools support students in online collaborative learning (Al-Rahmi, Othman & Yusuf, 2015;Khwaja & Eddy, 2015;Vuopala, Hyvönen, & Järvelä, 2016).…”

Enhancing Learning in a Virtual Environment: Qualities of Learning in Different Learning Modes

“…The team focused course seemed more demanding for the students with 17 out of 57 students completing the course. However, the team-work focused class had the highest number of different perceived qualities of learning [2]. It should be noted also that the courses were organized in different times of a year, this could have influenced the number of students, well as, the number of students who completed the course.…”

“…Especially, the technological advances of online and distance learning open up new avenues to the learning process and its research [1]. Thus virtual learning is well appreciated in theory and practice [2]. In addition, the learning process should always be improved in line with advances in learning technologies.…”

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

“…For example, virtual learning environments offer the opportunity to create novel and effective contexts such as simulations, role-plays, and avatars in collaborative works, among others [11][12][13][14]. According to Castañeda and Adell [1], all these virtual and traditional PLE can be classified into three fundamental categories: (a) tools and reading strategies, including those PLE that provide access to information, such as newsletters, blogs, video channels, quick readings, book reviews, and conference attendance; (b) tools and strategies of reflection, integrated by PLE that serve to transform the information and reflect it, such as blogs, publications, social networking walls, notebooks, and class diaries; (c) tools and relationship strategies, which include all PLE that enable interaction and exchange of information, such as social networks, applications or the classroom itself.Likewise, PLE contribute to socialization [8,15]. This occurs in learning communities created with the use of PLE where experiences and social interactions are shared in an environment of trust, security and responsibility [16].…”