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Problem perception and problem regulation during online collaborative learning: what is important for successful
Martin Greisel1, Laura Spang1, Kerstin Fett1
1Educational Psychology, University of Augsburg, Augsburg, Germany.
Frontiers in Psychology
|September 24, 2024
Summary
Students collaborating online find success when they agree on problems, not necessarily how intensely they fix them. Shared problem identification is key for effective online group learning and satisfaction.
Area of Science:
- Educational Psychology
- Collaborative Learning
- Online Education
Background:
- University students use self-organized study groups and videoconferencing for exam preparation.
- Effective learning in these groups requires regulating emerging problems.
- Successful regulation is hypothesized to depend on shared problem perception, strategy immediacy, and strategy intensity.
Purpose of the Study:
- Investigate problems in online collaborative learning via videoconferencing.
- Examine the relationship between homogeneity of problem perceptions, strategy immediacy, strategy intensity, and regulation success.
Main Methods:
- 222 university students in 99 self-organized online study groups participated.
- Students collaborated using videoconferencing software.
- Data collected included individual ratings of problems, strategies used, regulation success, satisfaction, learning gain, and knowledge tests.
Main Results:
- Technical issues were the most frequently reported problem.
- Homogeneous problem perception, moderated by problem intensity, predicted successful regulation and satisfaction.
- Immediate and intensive strategy use did not predict knowledge gain.
Conclusions:
- Jointly identifying problems is crucial for online collaborative learning, even in less structured settings.
- The intensity of strategy execution may be less critical than shared problem perception.
- Training should prioritize fostering students' problem identification competencies in online learning environments.
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