Are Online Learners Frustrated with Collaborative Learning Experiences?
Capdeferro,N., & Romero, M (2012)
The International Review of Research in Open and Distance Learning,13,2 p26-43
Aim (focuses on frustration) p26 ‘to characterize the feelings of frustration as negative emotion among online learners engaged in on-line computer supported collaborative learning (CSCL) experiences and , moreover, to identify the sources to which learners attribute their frustration’
Frustration
Conceptually defined as p27 ‘a negative emotion aroused upon encountering an obstacle in the achievement of a task, goal, or expectation, or in satisfying one’s needs’ from Mandler(1975) and ‘is one of the most commonly mentioned negative emotions associated with studying online.
P28 ‘In online CSCL students’ frustration could be considered at the intersection of the frustration involved with both collaborative learning and online education’
The study
40 students on a master’s degree program on e-learning, using text based tools and email. Task was collaborative writing of a paper. Groups of 2-4, duration of task 2-4 weeks, several tasksDoesn’t say whether students knew each other or met face to face
Developed a survey instrument specifically to study frustration online – 6 sections
1. Demographics
2. Prior experience of online
3. Attitudes and conceptions of teamwork
4. Open question (1) p30 ‘ wherein students could describe their online collaborative experience in their master’s program’
5. Sources (4 categories) of frustration ( based on Dillenberg,1999 of what is involved in CSCL)
a. The learning situation
b. The interactions
c. The processes
d. The effects
6. Questions (6) p30 ‘that assessed how frustrated the individual was (level and frequency of variables) and how this frustration affected his perception of participating in appropriate training that would satisfy his personal and professional ambitions (affect variable)
Findings
Experience of frustration ( Section 6)
1. Level of frustration 3(v.low), 9(low), 12(medium), 11(high), 5(v.high)
2. Frustration perception 7(v.rarely), 16(rarely), 7(frequently) ,3(very frequently)
3. ‘Sources for frustration with regard to the perception of participating in an appropriate and satisfying training program’ 12(none),4(neutral),10(quite)
correlations 1&2, 2&3,1&3 all significant
attitude is the only significant predictor
Sources (Section 5) and cross referenced with (Section 4 the open question) ie qual confirmed by quant
· Commitment imbalance (23)
o Free riders, competence level (KRO ? as commitment)
· Unshared goals(9)
o Just pass or achieve best possible
· Communication difficulties(8)
o p35 ‘35% characterised by multiple and somewhat patterns of schizophrenic patterns of interaction’ – KRO how has this been arrived at?
· Negotiation problems (7)
o People who are intolerant of others
· Individual contributions imbalance(6)
· Excess time spent and wokload (6)
· Conflict and problems in reaching concensus (6)
· Assessment imbalance (4)
· Misunderstandings (2)
· Lack of instructor support/orientation(2)
Discussion
· Communication: discusses by comparing with f-f , time, sense of reality, immediate social presence, but doesn’t support this with any actual evidence , particularly qualitative evidence
· Negotiation: p35 Skill in learning collaboratively means knowing when and how to question, inform and motivate one’s teammates, knowing how to mediate and facilitate conversation, and knowing how to deal with conflicting opinions (McManus & Aitken, 1995).
Raise student awareness of the value (learning and workplace) of being able to successfully collaborate with others.
