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

Australasian Journal of Educational Technology Volume 26, Number 6, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

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.

Citation

Wang, M.j. & Wang, M.j. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved October 16, 2019 from .

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