Exploring student collaboration: A comparison of online and face to face groups

Abstract

The use of groups in both the traditional classroom and the online environment is pervasive. Instructors and designers alike believe that group work promises and delivers the kind of outcomes that support powerful learning. Most studies of online learning examine higher education or adult classes, though this study utilized undergraduates, a unique and under-studied population. Students accomplished all coursework online, but had the option of working in face-to-face or online groups for the three required group projects. It was the intent of this case study to compare the group processes, outcomes, and personal motivations within the environment of an online class on a residential campus, for the purpose of coming to understand those processes through the eyes of the students. Interactions and outcomes of face-to-face and online groups were examined using the Assessment Matrix introduced by Brace-Govan (2003). Data from all online resources, as well as interviews, added to the rich detail. Initial outcomes from this study indicated that many assumptions and claims regarding the positive impact of collaboration among undergraduate students are exaggerated and misunderstood. Collaboration, though purportedly a goal, was not supported in the online environment and not achieved by any group. In contrast, students agreed that the sense of “I did it myself” was the most rewarding aspect of the class. Those who design online learning experiences would do well to pay heed to the feedback provided from the data as well as the participants themselves in their effort to provide learning that truly is powerful.