Learners’ Experiences in an Online Learning Environment: An Analysis of the Impact of International Collaboration

Abstract

This qualitative study investigates learners’ experiences in online international collaborative environments using both asynchronous and synchronous communication methods. Specifically, it focuses on the rewards, shortcomings, and difficulties learners encountered through posing critical questions about the nature of collaboration forms. Eight graduate interview participants completed two separate instructional technology courses, and an interpretive qualitative approach was used to deepen the understanding of the interview responses. The findings suggest a few key themes, primarily positive in nature, about the use of online international collaboration tools. While asynchronous communication platforms help to enhance, enrich, and expand course content, media-rich synchronous communication platforms allow learners to have a more significant sense of social presence, encouraging them to be more actively engaged in the learning environment. Synchronous communication platforms also help to enhance intercultural understanding and develop non-verbal communication skills. In addition to commentary about communication platforms, the participants expressed immense satisfaction with learning various skills (i.e., research and interpersonal skills, project planning, and digital literacy) in the international collaboration projects. Despite their success, the participants did encounter several challenges, most notably the incompatibility of their respective academic calendars. This is perhaps the most ubiquitous obstacle in the collegiate online collaborative learning environment.

Optimizing Components Selection in Blended Learning: Toward Sustainable Students Engagement and Success

“…Cummings et al [21] highlight that blending learning methods increases the use of active learning strategies, like self-assessment quizzes, hands-on activities, and online forums. Such active learning is known to aid in the development of critical thinking and a deeper understanding of the subject matter [22]. Furthermore, fostering a culture of continuous improvement and innovation in teaching and learning can promote sustainability in course design by encouraging faculty to experiment with new pedagogical approaches, incorporate feedback from students, and adapt to emerging trends in education [5,23].…”

“…Online collaborative learning: This component entail students collaborating virtually to complete assigned tasks, which may involve participating in online learning communities, utilizing online whiteboards, and participating in online discussion groups [8,22,42]. This approach offers benefits compared to face-to-face collaboration, as it is not restricted by geographical location or time constraints.…”