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A Case Study of the Effect of Online Content Difficulty in Collaborative Learning Communities in College Education
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, Otaru University of Commerce, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Web 2.0 has made contents readily available especially for learners in higher education. However the quality of these contents has remained a debate among stakeholders. This paper uses action research and content analysis approaches to investigate how the content difficulties affect the collaborative learning among experienced, average and novice learners in an online community. And to construct content with comfort-level to sustain learners’ participation a content difficulty demystification process was used. An experiment was conducted with four groups each with all learner types. Results show that learning difficulty due to the number of difficulty items in a given content is directly proportional to the average time taken for learning, and is inversely proportional to average knowledge score until a point of diminishing content quality. Both before and beyond this point effective collaborative learning and knowledge construction are not sustainable.

Citation

Farouck, I. (2010). A Case Study of the Effect of Online Content Difficulty in Collaborative Learning Communities in College Education. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 475-483). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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