Learner analysis variables as components of collaborative learning in post-secondary web-based (distance) learning.

摘要

This study examined the effects of collaborative learning in a web-based environment through the framework of learner analysis variables to determine the relationship between learner analysis variables, pre/post survey and posttest performance. One hundred and eleven graduate schools students participated in a two-week online tutorial. Forty-seven students completed a collaborative learning problem-solving activity designed to teach strategies for dealing both as individuals and groups online. Upon completion, a posttest performance test and survey resulted in a significant difference in motivation and learning preferences based on demographics of degree sought. However, results showed other demographics, comparing relationships between pre/post and the variables, were not significant predictors. Qualitative analysis indicated incentives, group teaming, time, and technology were factors toward effective collaborative learning.