Bayview Beach Resort, Batu Ferringhi Beach, Penang, Malaysia

27-30 September 1999

The Collaborative Aspects of On-line Learning: A Pilot Study

Dr Donald Wilson McMurray

Marinka Ellen Dunlop

Southern Cross University

Abstract

This paper contributes to the emerging body of literature on on-line learning. There are already promising indications that the Web is a viable means to increase access to education. Evidence on how it can promote improved learning is not as forthcoming. Accordingly, this paper describes a pilot program involving the design, delivery and evaluation phases of a suite of courses targeting off-campus students within an undergraduate program at Southern Cross University. A decision was made to adopt an off-the-shelf commercial product rather than attempting to custom write course delivery software. Accordingly, a partnership was entered into with IBM and a site license was obtained for Lotus Notes. Learning Space was adopted as the software for the content delivery of the on-line units. The most appealing feature of Learning Space was its replication capability which allowed students to interact with the course materials even when not connected to a network.
During the six months long development phase staff engaged in a collaborative and dynamic approach to the design of the on-line materials. Consequently, important factors to be considered in developing on-line materials in a team-based environment were identified. In particular, strategies for transforming conventional external study materials to a format thought optimal for web-based instruction are discussed.

The first cohort of 39 students enrolled in the beginning of 1999. In the delivery phase pitfalls in moving from the design to the implementation stages are put forward. Chief amongst these is the tendency to move students too far too soon. In addition difficulties surfaced in relation to requiring distance education students who were accustomed to individualised, self-paced learning to engage in collaborative group-based activities.

A central research question was to what extent do these newer technologies improve the quality of the overall learning experienced by students studying completely on-line? Perceptions of on-line learning and self-rated feelings of adequacy were compared both at the outset and the conclusion of the courses. Skills reported as being highly developed included critical thinking, problem solving and the ability to work collaboratively.

Results showed that a consistent level of interaction between instructor and student is fundamentally important if high student learning outcomes are to be achieved. The asynchronous communication initiated and sustained by student to student interaction proved to be a highly successful feature of the present study. The kind of interactivity that took place served the dual purpose of fulfilling both academic and social needs of a geographically disparate group of adult learners.
Despite the promising advances in the delivery of on-line courses there remains much to be done in terms of developing the collaborative aspects of computer mediated learning. Evaluations and follow up discussions with students identified potential obstacles including a need for on-going technological support. A number of coping strategies are suggested.