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Collaborative Activities in a Traditional Self-Paced Individualised Distance Learning Setting
PROCEEDINGS

, , Cegep@distance, Canada

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Drop out rates, an historical matter of concern in distance education, remain a subject of preoccupation in online courses. In order to improve courses completion rates, Cégep@distance, a post-secondary distance education institution, conducted a research implementing collaborative learning activities in online courses. It was hypothesised that the introduction of collaborative activities would facilitate student's contacts, thus enhancing peer-learning and help-seeking strategies, as well as enhance their motivation in a manner that would improve their persistence in the selected courses. A quasi-experimental research design was used to evaluate the impact of these collaborative activities on motivational dispositions and course persistence. Qualitative data were also gathered through semi-structured interviews with distance learners and tutors. Preliminary results show that in some conditions, collaborative learning activities may promote early engagement in the course.

Citation

Bruno, P. & Martine, C. (2005). Collaborative Activities in a Traditional Self-Paced Individualised Distance Learning Setting. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1977-1982). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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