Abstract:

Although virtual classroom (videoconferencing) technology has developed into full maturity, from a pedagogical perspective its deployment in higher online education is still rather limited in terms of interactivity and student-centred learning designs. Whereas current virtual classroom functionalities support the use of a plethora of collaborative learning techniques, teachers appear reluctant in exploring them. This paper describes the design-based development, implementation and evaluation of three didactical scenarios for collaborative learning in the virtual classroom: case-based learning, project-based learning and problem-based learning. The scenarios were developed building on promising initiatives in three different fields (Law, Science, and Educational Science) with the aim to further improve and formalize them in exemplary models. The three scenarios involve parallel groups of various sizes as well as a variety of collaborative learning techniques. The scenarios have been evaluated with teachers and students through online questionnaires and in focus groups. Evaluation criteria were based on the Group Learning Activities Instructional Design framework (De Hei, Strijbos, Sjoer, & Admiraal, 2016). Results indicate high satisfaction levels across the three scenarios regarding the technology used (virtual classroom as well as its communication tools). Satisfaction regarding collaborative activities varied, depending on duration (i.e., size) of the group learning task and related feedback needs.

Keywords:

Online Active Learning, Virtual Classroom, Collaborative Learning, Design-based Research.