The document summarizes a slidecast about online collaborative learning. It discusses key elements of online collaborative learning including interaction, communication, online presence and sense of community. It also discusses how online collaborative learning can increase peer interactions, enable context needed for learning outcomes, and help construct knowledge. The slidecast analyzed ten studies on online collaborative learning and identified four main themes: interaction patterns, sense of community, support tools, and acquisition of skills. It discussed how these themes can facilitate effective online collaborative learning.

1. SlidecastScript
Slide 1
This is a slidecast about online collaborative learning by Roxanne Gibbons as a partial fulfillment for the
course 6610.
Slide 2
Online collaborative learning is a social interaction that involves learners and teachers, where members
obtain and share experiences or knowledge (Zhu,2012).
Ortiz and Lin (2005) state the key elements of online collaborative learning include: active
communication, interaction, online presence and sense of community.
Slide 3
Online collaborative learning provides many opportunities for the learner.
It can increase and enhance peer interactions (Brindley et al., 2009) and enable context (Nevgi, 2006)
needed to achieve learning outcomes.
Online collaborative learning has been confirmed by many studies to help construct knowledge (Brindley
et al. , 2009; Jahng et al., 2010; Jarvela et al., 2007; Nevgi, 2006; and Zhu, 2012) through group
interactions and help develop critical thinking skills such as analysing, synthesizing and evaluating
information which are skills needed for the real world.
Slide 4
The methods used in this study are consistent with qualitative analysis.
The author completed an annotated bibliography of ten studies, followed by a literature review,power
point presentation of concept maps, and lastly a slidecast.
Slide 5
The author researched peer reviewed journals to select ten studies containing “collaborative learning”
in the title that took place in an online medium.
All studies contained research participants either graduate or undergraduate students from such
countries asCanada,China, Finland, United States, England and United Kingdom.
The most recent studies were selected and no more than two were selected from the same journal.
Slide 6
Data were collected via Education Resources Information Center (ERIC) and Google Scholar thus all
sources had an electronic medium. The ten studies selected utilized qualitative methods.

2. The author created an annotated bibliography of the ten studies which then was used to
identifysimilarities, patterns and common themes, using qualitative meta-analysis and content analysis.
Slide 7-Findings
The author chose four themes that occurred most often in the ten studies which were discussed in the
greatest detail.
The four emerging themes were
interaction patterns (Brindley et al., 2009; DeLaat et al., 2007;Jahng et al., 2010; Jarvela et
al.,2007; Ortiz and Lin, 205; and Zhu, 2012),
building a sense of community (Brindley et al., 2009; Cho et al.,2005; ; DeLaat et al., 2007;Jahng
et al., 2010; Jarvela et al.,2007;Kadirire, 2007; Wheeler et al., 2008 and Zhu, 2012)
support tools (Jarvela et al.,2007;Kadirire, 2007; Nevgi, 2006; Ortiz and Lin, 2005; Wheeler et
al., 2008 and Zhu, 2012)and
acquisition of skills (Brindley et al., 2009 Nevgi, 2006; Ortiz and Lin, 2005; and Wheeler et al.,
2008)
which are all necessary for online collaboration to occur.
Slide 8
Two studies, Brindley et al. (2009) and Jarvela et al. (2007)found that scaffolding helps facilitate online
collaborative learning.
In order for collaborative learning to take place, there must be interactions amongst members which
involve sharing experiences and knowledge (Zhu, 2012).
Instant messaging and mobile devices (Kadirire, 2007)are two important support tools needed to
enhance collaborative learning.
Online collaborative learning depends on a sense of community. A sense of community was found to
greatly impacted by online social presence.
Slide 9
Zhu (2012) stated that computer supported collaborative learning is based on the assumption that
students learn and construct knowledge through group interactions.
The study of interaction patterns is crucial to understanding how networks develop and evolve over
time (Cho et al., 2005 and DeLaat et al., 2007).

3. Slide 10
Social network analysis was identified as an effective tool to study network interaction patterns (Delaat
et al., 2007). Interaction patterns were found to be affected by social presence, course design and pre-
existing friendships all of which impact the effectiveness of online collaborative learning.
The study of Interaction patterns provide evidence of engaged and socially active or inactive students
involved in small group activities that promote online collaborative learning as well as enhancing
learning outcomes.
A small group, for the purpose of this analysis is defined as having four-five students in a group (Jahgn et
al., 2010).
The only obstacle of collaborative learning identified in this analysis was computer mediated scheduling.
Results indicated that online activities are positively correlated with learning outcomes (Zhu, 2012).
Slide 11
Several studies (Brindley et al.,2009; Kadirire, 2007; Ortiz and Lin, 2005; and Wheeler, S., Teomans, P., &
Wheeler, D.,2008) in this literature analysis emphasized the significance of a sense of community among
its participants as it relates to online collaborative learning.
Slide 12
Support tools and smallgroup activities (Brindley et al.,2009 and Cho et al.,2005) can facilitate the
building of a sense of community.
Small group activities stimulate interactions which can be greatly enhanced with support to improve the
feeling of a sense of community needed for online collaborative learning.
There is a symbiotic relationship between online collaborative learning and a sense of community.
Online collaborative learning depends on a sense of community and a sense of community
enhancesonline collaborative learning as well as learning outcomes.
A sense of community was found to be is greatly affected by social presence and according to Ortiz and
Lin, (2005) it is considered a key element in collaborative learning.
Slide 13
Students require skills to use support tools, develop a sense of community and interact with each other
in groups as well as being able to interact online collaboratively.
Brindley et al. (2009) study identified that most people have little training in how to interact with others
and interactions online require new skills.

4. The authors noted that collaborative learning provides opportunities for students to develop higher
order thinking skills, co- create knowledge and meaning and achieve better learning outcomes.
Slide 14
Students need to acquire skills to participate in groups and develop individual and group accountability
needed to regulate their own learning to improve online collaboration.
Online collaboration provides opportunities for students to construct knowledge and increase learning
outcomes.
Students need to acquire skills to be able to work independently and creatively to participate in online
collaborative learning.They must develop social skills and critical thinking skills to facilitate online
collaborative learning.
Slide 15
In order for collaborative learning to be effective, support tools are required.Nevgi (2006) suggested
interactive tools may allow learners to manage their own learning and support collaborative learning.
Wheeler’s study found that wikis enabled students to collaboratively generate, mix, edit and synthesize
subject specific knowledge and develop critical thinking skills through the use of shared spaces.
Slide 16
There were several support tools identified in this analysis.
One of the support tools, IQ team was found to help students to learn social skills by reflecting
back on their experiences.
Smartphones and instant messaging both promoted a sense of community, needed to support
online collaboration.
Jarvela et al. (2007) found that the use of wireless networks and mobile devices increased
students’ opportunities for interactions and sharing of ideas and according to Kadirire (2007),
enhance connectedness needed to promote a sense of community as well as support online
collaborative learning.
Lastly, Wheeler et al. (2008) emphasized the use of wikis to promote the construction of
knowledge and critical thinking skills through group interactions to promote onlinecollaborative
learning.
Slide 17
In the next two slides the discussion section analyzes the results and brings all four themes together
illustrating various relationships.

5. Slide 18
Support tools such as asynchronous discussions, chats, forums, blogs, emails, instant messaging and
smartphones promote a sense of community which enhances online collaborative learning.
Instant messaging as noted by Kadirire, (2007) is a natural medium for online community building and
peer discussions.
Overall, support tools are required to construct knowledge to achievelearning outcomes to improve
online collaborative learning.
Slide 19
Throughout this analysis there was evidence indicating that acquiring skills to work collaboratively
online is essential for effective online collaborative learning. It also identified that participants need to
acquire social skills and technological skills (be able to use interactive online tools) (Brindley et al., 2009).
Results consistently reported students participating in collaborative projects displayed an increase in the
interaction patterns (DeLaat et al., 2007; Jarvela, 2007; Zhu, 2012). These increases in interactions
provided more opportunities for sharing and constructing knowledge as well as enduring collaborative
relationships needed to build a sense of community which facilitate collaborative learning.
Slide 20
Exchanging information is essential for online collaborative learning. Both the quantity and content of
message exchanges were identified as having a positive correlation within increased computer
supported collaborative learning (DeLaat et al., 2007) or online collaborative learning.
Slide21
Online collaboration can be studied using social network analysis to map interactions and content
analysis to understand interactions among members.
Slide 22
Online collaborative learning is the building of knowledge, a sense of community and critical thinking
skills to improve learning outcomes.
Slide 23
Instant messaging and wireless networksenhance interactions which occur more often in smaller
groups. These interactions help build a sense of community and social networks which promote online
collaborative learning.
Slide 24
The literature analysis revealed several implications from the ten studies.

6. Slide 25
It was recommended by several studies that more attention needs to paid to:
Network structures and qualitative discourse analysis to help understand how networks evolve in
collaborative learning
Culture and its impact on online collaborative learning
Technological and social skills as well as instructional strategies needed to facilitate online collaborative
learning
Support devices such as instant messaging, mobile devicesand wireless networks needed to enhance
online collaborative learning
Shareness, equality and quantity of message exchanges needed to evaluate online collaborative learning
Slide 26
The research was limited by the author’s choice of only ten studies. The studies chosen used qualitative
methods thus many of them contained small sample sizes which limited their generalizability of results.
Research in some cases could only be applicable to specific settings.
Limitations such as lack of :
empirical data
evaluative research and
interdisciplinary approach
were identified as well as research that was based on one network community.
Slide 27-30 References