Rethinking the online environment through collaborative learning

Abstract

The COVID-19 pandemic brought about a devastating disruption to health, social, economic, and educational systems worldwide. Post-secondary institutions responded expeditiously by extensively converting their classes to a digital format. Teachers' use of collaboration represents a critical instructional approach to enhance student learning and retention in online courses. This investigation examined the perceptions of health education faculty towards incorporating online collaborative learning into their curriculum. Grounded in the northeastern United States, the study’s findings suggested that instructor attitude functioned as a powerful, effective, and consistent predictor of their willingness to implement collaboration.