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Student-Centered Collaborative Learning in the Online Classroom: Perceptions of Virtual Group Projects

B. Jean Mandernach*, Emily Donnelli**, Amber Dailey***

*University of Zanjan,Iran.

Periodicity:September - November'2007
DOI : https://doi.org/10.26634/jsch.3.2.779

Abstract

In early models of online instruction, learning activities and assessments relied primarily on threaded discussions or papers. But advances in online technology, and a growing trend to incorporate collaborative learning strategies, have lead to the emergence of online group projects. While student-centered learning activities such as group projects have a well-established history in traditional educational environments, the value of group work in the online classroom is less clear. A survey of experienced online students and faculty revealed inconsistent perceptions between these two groups concerning the value of group projects in virtual education. Online faculty report that group projects are a valuable tool as group work provides a realistic assessment of requisite professional skills. In contrast, online students indicate that group projects are counterproductive to their choice to pursue an online education. Discussion examines unique challenges to incorporating student-centered collaborative projects in the virtual classroom.

Keywords

Perception, Online Classroom, Online Technology.

How to Cite this Article?

B. Jean Mandernach and Emily Donnelli, Amber Dailey (2007). Student-Centered Collaborative Learning in the Online Classroom: Perceptions of Virtual Group Projects. 3(2), 31-37. https://doi.org/10.26634/jsch.3.2.779

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Student-Centered Collaborative Learning in the Online Classroom: Perceptions of Virtual Group Projects

Abstract

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