Much research suggests that online learning requires a different pedagogical approach than the conventional classroom. However, according to Anderson (2008), three main schools of thought remain: behaviorist, cognitivist, and constructivist. The focus of this section will be constructivist learning theory, which suggests that learners actively interpret and process what is received through the senses to create knowledge. Constructivist learning is “higher-level thinking that promotes personal meaning, and situated and contextual learning” (Anderson 2008).

One way to facilitate constructivist learning is through collaborative and cooperative learning (Anderson 2008). According to Kennette & Hanzuk (2107), “Collaboration leads to greater retention, improved student achievement, and increased self-esteem and metacognition, and it can be used to facilitate active learning and to promote inclusion by increasing contact among diverse groups”. Humans are very social creatures with interactions being the key to their constructed knowledge. Therefore, social learning should play a vital role in education, even online (Hill 2009). Social learning states that people can learn from observation, imitation, and modeling (Nabavi 2012). Reciprocal teaching, or peer learning, is a common way to facilitate this in conjunction with project-based learning, where collaborative student work is presented to their peers.

The key to successful collaboration is project design and transparency. Many criteria need to be taken into account in order for students to experience success. Ku (2013) found that team dynamics, team acquaintance, and instructor support are highly correlated with teamwork satisfaction. The study also revealed that the majority of students surveyed found that they liked working in a collaborative setting and learned more this way. The research of Ku (2013), Chang (2013), and Capdeferro (2012), as well as the TILT Project, provide us with the following guidelines to overcome the challenges of collaboration:

Prior to Project Start

• Present well-defined learning goals and objectives

• Present a well-organized project-design rational

• Gauge students level of understanding before collaboration begins and pair similar level students together with 4-6 in each group

• Establish acquaintanceships between team members

• Allow students to take control of their learning and communicate with their group

• Provide examples of your expectations

• Connect how people learn data to your course activities

• Communicate the grading criteria

During Project

• Establish team commitment

• Provide interactive software resources

• Encourage group synchronous meetings

• Openly communicate and encourage communication

• Offer timely resources

Final Stages

• Engage students to apply your grading criteria to their work self/peer evaluation

• Give students the freedom to determine their own roles in the group

• Play an active role so you know if intervention is needed

Completion of Project

• Review and provide feedback on graded items

• Complete a summative evaluation of the learning activity

• Review student feedback on their collaboration experience

• Grade individuals on their work, not the group as a whole

According to Ekblaw (2016), the primary reasons for project failure are “disorganization, unclear objectives, separated or fragmented group members, lack of motivation, and conflicts among group members.” Students also have to overcome the following challenges:

• Different schedules, work pace, and time zones

• Impossible face-to-face opportunities

• Secure file sharing

• Different computer platforms or applications

• Different file formats

Anderson, T. (2008). Theory and practice of online learning. Edmonton: Athabasca University Press.

Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences?. The International Review Of Research In Open And Distributed Learning, 13(2), 26-44. doi:http://dx.doi.org/10.19173/irrodl.v13i2.1127

Chang, B., & Kang, H. (2016). Challenges Facing Group Work Online. Distance Education, 37(1), 73–88.

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Janette R. Hill, Liyan Song & Richard E. West (2009) Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications, American Journal of Distance Education, 23:2, 88-103, DOI: 10.1080/08923640902857713

Kennette, L. N., Ph.D., & Hanzuk, W. (2017, May 01). Four Types of Group Work Activities to Engage Students. Retrieved October 16, 2018, from https://www.facultyfocus.com/articles/course-design-ideas/group-work-collaborative-activities/

Ku, H. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior., 29(3), 922-929.

Nabavi, R. T. (2012). Bandura’s social learning theory & social cognitive learning theory. Theory of Developmental Psychology. 1-24.

Neo, M. (2003). Developing a collaborative learning environment using a web-based design. Journal of Computer Assisted Learning, 19(4), 462–473.