Abstract

In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasi-experimental design for the evaluation of the effects of peer interaction. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities condition showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that they appreciated the peer interaction.

Citation

Poellhuber, B. & Chomienne, M. (2007). The effect of peer collaboration and collaborative learning on motivation and persistence in learner-paced distance courses. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1931-1940). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/primary/p/25634/.

© 2007 Association for the Advancement of Computing in Education (AACE)

Keywords

• Collaboration
• instructional materials
• Interaction