Collaborative Activities in a Traditional Self-Paced Individualised Distance Learning Setting

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Bruno, P. & Martine, C. (2005). Collaborative Activities in a Traditional Self-Paced Individualised Distance Learning Setting. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1977-1982). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20364.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Authors

Poellhuber Bruno, Chomienne Martine, Cegep@distance, Canada

Abstract

Drop out rates, an historical matter of concern in distance education, remain a subject of preoccupation in online courses. In order to improve courses completion rates, Cégep@distance, a post-secondary distance education institution, conducted a research implementing collaborative learning activities in online courses. It was hypothesised that the introduction of collaborative activities would facilitate student's contacts, thus enhancing peer-learning and help-seeking strategies, as well as enhance their motivation in a manner that would improve their persistence in the selected courses. A quasi-experimental research design was used to evaluate the impact of these collaborative activities on motivational dispositions and course persistence. Qualitative data were also gathered through semi-structured interviews with distance learners and tutors. Preliminary results show that in some conditions, collaborative learning activities may promote early engagement in the course.

Keywords

• Post Secondary Education
• Secondary Education
• Collaboration
• Distance Education

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