Are online learners frustrated with collaborative learning experiences?

Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frust...

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Autores principales:	Neus Capdeferro, Margarida Romero
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	E-learning Collaborative Learning Computer-Supported Collaborative Learning Learning Experience Frustration. Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/19e97426d30a44dc9acae62d782fa152
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spelling	oai:doaj.org-article:19e97426d30a44dc9acae62d782fa1522021-12-02T17:00:17ZAre online learners frustrated with collaborative learning experiences?10.19173/irrodl.v13i2.11271492-3831https://doaj.org/article/19e97426d30a44dc9acae62d782fa1522012-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1127https://doaj.org/toc/1492-3831 Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students’ sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students’ frustration and improve the quality of their experiences in online CSCL contexts such as the UOC. Neus CapdeferroMargarida RomeroAthabasca University PressarticleE-learningCollaborative LearningComputer-Supported Collaborative LearningLearning ExperienceFrustration.Special aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 2 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	E-learning Collaborative Learning Computer-Supported Collaborative Learning Learning Experience Frustration. Special aspects of education LC8-6691
spellingShingle	E-learning Collaborative Learning Computer-Supported Collaborative Learning Learning Experience Frustration. Special aspects of education LC8-6691 Neus Capdeferro Margarida Romero Are online learners frustrated with collaborative learning experiences?
description	Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students’ sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students’ frustration and improve the quality of their experiences in online CSCL contexts such as the UOC.
format	article
author	Neus Capdeferro Margarida Romero
author_facet	Neus Capdeferro Margarida Romero
author_sort	Neus Capdeferro
title	Are online learners frustrated with collaborative learning experiences?
title_short	Are online learners frustrated with collaborative learning experiences?
title_full	Are online learners frustrated with collaborative learning experiences?
title_fullStr	Are online learners frustrated with collaborative learning experiences?
title_full_unstemmed	Are online learners frustrated with collaborative learning experiences?
title_sort	are online learners frustrated with collaborative learning experiences?
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/19e97426d30a44dc9acae62d782fa152
work_keys_str_mv	AT neuscapdeferro areonlinelearnersfrustratedwithcollaborativelearningexperiences AT margaridaromero areonlinelearnersfrustratedwithcollaborativelearningexperiences
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Are online learners frustrated with collaborative learning experiences?

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