Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

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Online collaborative learning activities: The perspectives of minority graduate students

Online Learning ◽

10.24059/olj.v21i4.1277 ◽

2017 ◽

Vol 21 (4) ◽

Cited By ~ 4

Author(s):

Alex Kumi-Yeboah ◽

James Dogbey ◽

Guangji Yuan

Keyword(s):

Graduate Students ◽

Collaborative Learning ◽

Minority Students ◽

Cross Cultural ◽

Learning Activities ◽

Communication Styles ◽

Online Environment ◽

Structured Interviews ◽

Course Content ◽

Online Collaborative Learning

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.

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Group Leadership in Online Collaborative Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch142 ◽

2011 ◽

pp. 975-983 ◽

Cited By ~ 2

Author(s):

Agnes Kukulska-Hulme

Keyword(s):

Collaborative Learning ◽

Group Leader ◽

Online Environment ◽

Group Leadership ◽

Online Groups ◽

Online Collaborative Learning ◽

Student Activity ◽

Teachers And Students

Online collaborative learning emphasizes student activity and is associated with changes in perceptions of who is responsible for leading groups of learners. It raises questions about the roles of teachers and students as leaders. A teacher may act as the guide or as a member of the group and a co-learner. An important question is whether the success or failure of online collaborative learning depends on the role and skills of a group leader. There is reason to believe that online groups do need guidance, but there is a need to consider the extent to which instructors make students aware of their roles, and the degree to which they are tangibly present in an online environment.

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