Abstract:

Online Collaborative Learning (OCL) is a pedagogy in which learners work together to define and promote a shared understanding of topics, analyze concepts, solve problems and formulate explanations about various phenomena (Harasim, 2012). Inayat et al. (2013) clarify that OCL allows co-construction of new knowledge through sharing problems and solutions online.

Willingness to engage in OCL is affected by difficulties arising during preparation of the required written output. Mitchel, Parker & Giles (2012) present the challenges of OCL such as embracing values that differ from one's own, being socially and culturally open, tolerant of opposing views and flexible about different perspectives.

Participants were graduate students in a College of Education in two pedagogy courses: online (N=46) and blended (N=37).
The study examined students' attitudes to collaborative learning for the parameters of: satisfaction, learning experience, contribution to personal and professional development, willingness to engage in collaborative learning.

Findings show that satisfaction for both courses was moderate to high, with greater satisfaction among those in the blended course. The learning experience was positive in both groups; interpersonal relations developed within the groups; the connection to their future teaching became clear; their knowledge increased; and learning from peers was significant.

Given students' satisfaction with OCL, we examined their willingness to use it again in the future. Findings indicate moderate willingness to do so. Explanations for this arising from their statements were:
(a) a tendency to study in the manner they were used to. These are graduate students with successful prior experience of individual learning and submission of academic papers;
(b) a sense of time wasted on organizing the group work (contacting, scheduling etc.);
(c) a sense that not all participants are at the same academic level, which makes more work for others;
(d) in some groups – not all members contribute equally;
(e) in some groups, writing the final paper required more effort from one member than from the others, often a greater effort than writing a paper on one's own.

Despite these reservations, many students expressed willingness to try out collaborative tasks with their students in the future.

References:
[1] Harasim, L. M. (2012). Learning theory and online technologies. New York and London: Routledge, Taylor & Francis Group.
[2] Inayat, I., Amin, R. U., Inayat, Z., & Salim, S. S., (2013). Effects on collaborative web based vocational education and training (VET) on learning outcomes. Computers & Education 68, 153-166.
[3] Mitchell, R., Parker, V., & Giles, M. (2012). Open-mindedness in diverse team performance: Investigating a three-way interaction. The international Journal of Human Resource Management, 23(17), 3652-3672.

Keywords:

Online Collaborative Learning, Willingness to collaborate, Teacher education.