Collaborative Learning Experiences in Online Instructional Design Courses

Few universities are currently offering an online course with collaborative learning component in Instructional Design. This study shared information on an on-going evaluation of online Instructional Design courses from 94 graduate students who have taken this course, hoping to find out the most effective way to deliver similar courses. This research focused on how effectively the instructor integrated various functions of Blackboard and other teaching and managing strategies into the online course. Findings on students’ attitudes toward this course and strategies for building online collaborative learning communities from both the students’ and instructor’s points of view were discussed and explored. Introduction Effective learning is not simply about the transfer of knowledge but about developing skills for lifelong learning (Vargo, 1997). Although learning can take place in any environment, Ramsden (1992) suggested that effective education is based on deep learning that is learner-centered, active, and in context. Web-based courses claim to have moved learning from instructor-centered to learner-centered approaches and require learners to be self-disciplined to maximize their learning. Distance education has developed dramatically during the past few years through the application of learning theory to the delivery of materials. Baker (1995) indicated that interaction is important for a variety of learning types , level of learning satisfaction, and persistence. Interaction is central to the expectations of teachers and learners in distance education and is a primary goal of the educational process (Berge, 2002). However, students perceived too much interaction as frustrating busy work, whereas too little interaction might cause isolation (Berge, 1999). According to Moore (2003), there are four types of interaction identified in the literature: learnercontent interaction, learner-instructor interaction, earner-learner interaction, and learner-interface interaction. This research study investigated all four types of interaction in online courses but specifically focused on the third type of interaction: Learner-learner interaction. In a study conducted by Northrup (2002), it was found that participants liked to discuss ideas and concepts as well as to share information with their peers. Participants considered promoting online collaboration and conversation an important attribute of distance learning. Traditional pedagogical approaches in education have decontextualized knowledge and skills to realworld application (McLoughlin, 2002). Candy, Crebert, and O’Leary (1994) underscored that university education should develop a capacity for and understanding of teamwork along with critical thinking. This situation calls for educators to develop activities that support group collaboration (Bennett, 2004). Working collaboratively helps students to take into consideration different perspectives while building a deep understanding. It also reflects how people work in real-world contexts and how practitioners share knowledge within a community (Brown, Collins, & Duguid, 1989; Duffy & Cunningham, 1996; Lave & Wenger, 1991). Collaborative learning refers to an instructional method in which small groups of learners mutually engage in the learning environment to accomplish a shared goal (Abrami & Bures, 1996; Bruffee, 1993; Murphy, Cifuentes, & Shih, 2001, Tu & Corry, 2002). Collaboration should at least contain sharing the learning tasks, combining expertise, knowledge, and skills, and building a learning community (Bernard, Rojo de Rubalcava, & St-Pierre, 2000; Slavin, 1995). The advantages of collaborative learning include the encouragement of active and constructive learning, deep processing of information, critical thinking, and goalbased learning (Bernard et al. , 2000). Slavin (1995) asserted that collaborative learning enhances the opportunity to combine expertise, share knowledge and skills, and build a learning community. Despite these benefits and the massive literature base advocating collaborative learning, researchers have pointed out that