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Providing a Meaningful Online Collaborative Learning Experience: Facilitating Collaboration Process in Online Graduate Courses
PROCEEDINGS

, University of Calgary, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper reports findings from a multi-case study that examined online collaborative learning in two graduate courses over 13 weeks. The collaborative learning process was analyzed through instructors’ and students’ perspectives in terms of what factors successfully supported collaboration, and how online instructors facilitated the learning process to meet students’ needs and desired outcomes. Four key findings from the case study approach indicated that instructors play a critical role in online collaboration success through facilitating the process as in building a supportive environment, providing clear requirements and modeling desired expectations, forming groups based on students’ interests, and guiding the collaborative learning process. The findings are important for instructional designers and online instructors to design, implement and facilitate a successful online collaborative learning experience.

Citation

Altowairiki, N. (2014). Providing a Meaningful Online Collaborative Learning Experience: Facilitating Collaboration Process in Online Graduate Courses. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 77-84). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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