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The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model
ARTICLE

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JDE Volume 22, Number 3, ISSN 0830-0445 Publisher: Athabasca University Press

Abstract

In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasi-experimental design for the evaluation of the effects of peer interaction. The objective of the study was to understand the impact of peer interaction and collaborative learning on student self-efficacy beliefs and persistence in a distance education context. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities condition showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that they evaluated positively the peer interaction. (Contains 5 tables.)

Citation

Poellhuber, B., Chomienne, M. & Karsenti, T. (2008). The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model. The Journal of Distance Education / Revue de l'ducation Distance, 22(3), 41-62. Athabasca University Press. Retrieved July 18, 2019 from .

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