Online collaboration and offline interaction between students using asynchronous tools in blended learning

Abstract

The increasing use of innovative blended learning strategies which incorporate online discussion into the classroom requires the examination of asynchronous, computer mediated communication (ACMC) to fully understand the learners' total engagement and the contribution of such ICT tools to student learning. This study analysed students' online utterances and offline interactions, to determine the extent of collaborative learning among students from two colleges. Results show that behaviours that characterise successful collaborative learning in an asynchronous networked environment were present, but the patterns were different from previous studies. The implementation of ICT tools in blended learning does promote social interaction among students and their engagement; however, it does not automatically facilitate students in their adoption of active learning strategies. The offline atmosphere in carrying out the ACMC activities were sorted into five major categories: struggling with platform operations, handling technical problems, passive attitudes towards the procedure, tense atmosphere in class, and engagement in tasks. Based on the findings, some pedagogical implications are presented.

The Students’ Perceptions on Blended Learning: A Q Method Analysis

“…In his study, Donnelly (2010) refers to a number of well-respected scholars who state that increasing the level of interaction implies positive attitudes towards learning, greater satisfaction with teaching process, more meaningful and profound learning, higher level of achievement and increased motivation. This explanation and the results of similar research on student interaction in the literature (Davies & Graff, 2005;Kocaman Karoğlu et al, 2014;Wang, 2010) corroborate the research finding that student-student interaction is among the effective components of blended learning. The participants of this study both joined in some of the activities within the class in groups and they made their interpretations by seeing each other's opinions via blogs and repetitions they wrote in online courses.…”

A blended learning framework for curriculum design and professional development

“…Interactions in BL can take the form of transactions, as outcomes or as experience. However, the sustainability and level of interaction in online environments can be challenging (Wang 2010). Hence, BL course design should make use of a variety of interaction tools to provide a range of opportunities for students to interact with each other, academics, and other external experts (Dziuban et al 2006).…”

Factors driving learner success in online professional development

“…The factor of self-regulation of learning includes skills such as setting goals, orienting action accordingly, planning, monitoring, asking for help when needed, trying out different strategies, and reflecting (Guichon, 2009;Hurd, 2006;Wang, 2010).…”