Abstract:

Collaboration has always been a central element in education and with the advent of the internet, online collaboration has become an increasingly vital aspect. The study noted that virtual teams tend to have higher levels of commitment and satisfaction, as online platforms offer more flexibility and autonomy (Powel, et al, 2004; Shahvar, & Tang, 2022). Students who participate in online collaborative activities exhibit higher levels of understanding, critical thinking, and knowledge retention: this is attributed to the interactive and participatory nature of online learning environments, where students are encouraged to engage actively with the content and with each other (Langè et al, 2020; Cecchi, & Mori, 2023). This study is part of a broader research that aimed to investigate how schools have developed online collaborative activities: this article reports on the main themes emerging from interviews with Principals, teachers and parents, who found positive aspects in the online collaborative teaching. The possibility of comparing different points of view has allowed us to understand the phenomenon of online collaboration by triangulating sources (Denzin, 2009). Two female principals took part in the interviews, (M= 47.5 years), one from Northern Italy and one from Southern Italy; four teachers, one male and three female, (M= 47.75). One parent was available for the interview, a 44-year-old female with a 14-year-old son.

Teacher interviews highlight the importance of moving away from traditional lectures towards more engaging, student-centered approaches. The role of the teacher shifts from being a primary source of information to a facilitator or 'director' in the online collaborative setting. Principals encourage teachers to adopt new teaching methods and tools, such as interactive applications and platforms: they highlighted the importance of continuous professional development. For parents the positive experience noted during remote learning was largely attributed to teachers' efforts to be empathetic. Teachers who adapted quickly to online tools and made themselves available beyond conventional time significantly contributed to a supportive learning environment. The digital medium allowed for a more personalised interaction. The interview results highlight developmental elements to foster online collaboration and can be used as a future development of teaching in virtual environments.

References:
[1] Cecchi, G., & Mori, S. (2023). Learning Analytics to Predict Students’ Social-Relational Skills in an Online University Course. In: Fulantelli, G., Burgos, D., Casalino, G., Cimitile, M., Lo Bosco, G., Taibi, D., Higher Education Learning Methodologies and Technologies Online. Communications in Computer and Information Science, 1779,. Springer, Cham, 84-95. doi.org/10.1007/978-3-031-29800-4
[2] Denzin N. K. (2009). Qualitative inquiry under fire: Toward a new paradigm dialogue. Walnut Creek, CA: Left Coast Press
[3] Langé, G., Cinganotto, L., & Benedetti, F. (2020). Interazione online: una sperimentazione italiana. Italiano LinguaDue, 12(1), 603-612.
[4] Powell, A.L., Piccoli, G., & Ives, B. (2004). Virtual teams: a review of current literature and directions for future research. Data Base, 35, 6-36.
[5] Shahvar, S., & Tang, R. (2022). Toward a conceptual model of online collaborative learning: A multi-phased investigation into experiences and perceptions of online MLIS students. Journal of Education for Library and Information Science, 63(4), 436-460.

Keywords:

Educational relationship, distance learning, online collaboration, educational innovation, didactic personalisation.