Assessing the effectiveness of online collaborative learning on students’ knowledge construction in higher education

Abstract

Online collaborative learning is characterized by a number of elements: high level of negotiation, common goal and interaction. Effective online learning in a group, is a useful way of helping learners acquire skills and enhance learning skills such as self-reflection, critical thinking, and co-construction of knowledge. However, executing online collaborative learning are not always constructive and learners facing of challenges during interaction. To resolve this, it is essential to discover and understand the elements that contribute to knowledge construction in a CSCL environment. In this paper, we conducted research on first-year students of different disciplines at the university (Jkuat-Karen Campus) in Kenya. A census strategy from the selected group was drawn and questionnaire administered for data collection. Qualitative data was collected from the Moodle Learning management system platform at the end of the semester. The content theme was guided by a coding scheme developed by Harasim 2012. Based on the results, the predictor variables Educational technology, instructional design, students' characteristics and discourse strategies contributed to knowledge construction on online learners. The research further analyzed qualitative data using quantitative content analysis to establish the presence of collaboration and the level of knowledge construction. The level of knowledge construction was higher at idea organization compared to idea generation. Research findings are useful to the Higher Learning institutions offering online courses, as well as provide favorable standards and guidance for effective collaborative learning for the 21st century learning skills. The framework could also be used by instructional online designers and developers.