Collaboration with other learners is a key feature of an effective learning environment. A large body of research and practice has supported the academic benefits of collaborative learning; however, online collaborative learning (OCL) applied to classroom instruction has been researched less often. Thus, this study conducted a six-week experiment to compare student teamwork achievement with three different collaborative learning (CL) formats which corresponded to Model I, Model II, and Model III respectively. It was intended to understand which CL model for a campus-based course is more effective. Student teamwork achievement was defined as the score of a team-project report. The participants were 124 business-majored college students enrolled in three different class sections. Based on random drawing by class, each class was randomly assigned to a Model. The results revealed that students with an OCL environment provided by the instructor and with the instructor’s “forced requirements” on utilizing this environment (Model III) outperformed those without an OCL environment provided and more likely using face to face CL (Model I). However, students with an OCL environment but without “forced requirements” (Model II) did not outperform those without an OCL environment (Model I). These findings suggested that OCL is superior to no OCL applied for a campus-based course if the instructor requires students to utilize the OCL environment that is provided by the instructor.
|Keywords:||Campus-based Learning, Online Collaborative Learning, Online Learning, Project-based Learning|
Instructor, Department of International Trade, National Taichung Institute of Technology, Taiwan
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