Online collaborative learning activities: The perspectives of minority graduate students

Alex Kumi-Yeboah,James Dogbey,Guangji Yuan

doi:10.24059/olj.v21i4.1277

Abstract

This exploratory study examined the perspectives of minority graduate students toward online collaborative learning activities. The participants were twenty graduate minority students (15 African Americans, five Hispanics, and five international students from Africa) in online graduate programs in instructional technology education in in the Northeastern United States. A qualitative study was conducted semi-structured interviews, focus group interviews along with observations, Data revealed that the perspectives of minority graduate students toward online collaborative learning activities could be categorized into six themes, including “(a) facilitates knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment (d) collaborative activities meets learning and communication styles, and (e) challenges of dealing with cultural differences, (f) lack of multicultural inclusion in the curriculum/course content. The study documents factors that facilitate cross-cultural collaborative learning activities that helped minority students to succeed in online environment.

Highlights

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities
The findings indicated that African Americans emphasized the idea of self-expression in contrast to Caucasian students who aimed more at instrumental reasons like promoting their work
At the initial stage of our data analysis, six themes, including “(a) facilitates knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment (d) collaborative activities meet learning and communication styles, and (e) challenges of dealing with cultural differences, (f) lack of multicultural inclusion in the curriculum/course content” emerged

Summary

Introduction

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The findings of the study suggest that instructors who are tasked to teach online courses should take into account the benefits, preferences, and challenges of students from diverse cultural backgrounds as they participate in online collaborative learning activities. In working with students enrolled in a master of education program on collaborative activities, Gabriel (2004) found that the M.Ed. students in her online class developed deeper understanding of the recursive nature of knowledge construction (review, rethink, and revise one’s work), and an increasing belief in their own ability to learn efficiently in the online group environment (i.e., their perception of self-efficacy increased as the course progressed). Shea et al (2001) found that students taking online courses achieve higher satisfaction with their learning experiences when they are engaged in collaborative assignments

Methods

Results

Discussion

Conclusion