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Supporting Asynchronous Collaborative Learning: Students' Perspective

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  • Rachel Or-Bach

    (Department of Management Information Systems, The Max Stern Academic College of Emek Yezreel, Emek Yezreel, Israel)

  • Marije van Amelsvoort

    (Tilburg Center for Cognition and Communication (TiCC), Tilburg University, Tilburg, The Netherlands)

Abstract

The presented study was conducted during a graduate course on Digital Collaboration involving theory and practice. The findings presented here deal with one aspect of students’ collaboration; the asynchronous threaded forum with instructional design to support collaborative learning within three communities. Students' inputs consisted of several steps towards a final paper, and of feedback to other students' inputs. The instructional intervention scheme varied for the three communities in adaptation and presentation. The authors report on students' perceptions regarding our design of the threaded forums to support learning. Data from a post-course questionnaire is backed by additional data sources within the course to support interpretations. Findings revealed tradeoffs in design decisions for collaborative learning, and give directions for further research. The authors discuss the implications of the findings for using peer feedback for collaborative learning, for designing different schemes of instructional interventions and for other design decisions and tradeoffs.

Suggested Citation

  • Rachel Or-Bach & Marije van Amelsvoort, 2013. "Supporting Asynchronous Collaborative Learning: Students' Perspective," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 3(4), pages 1-15, October.
    • Handle: RePEc:igg:jopcd0:v:3:y:2013:i:4:p:1-15
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