Toward a Conceptual Model of Online Collaborative Learning: A Multi-Phased Investigation into Experiences and Perceptions of Online MLIS Students

Autor/inn/en	Shahvar, Shabnam; Tang, Rong
Titel	Toward a Conceptual Model of Online Collaborative Learning: A Multi-Phased Investigation into Experiences and Perceptions of Online MLIS Students
Quelle	In: Journal of Education for Library and Information Science, 63 (2022) 4, S.436-460 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2021-0039
Schlagwörter	Library Education; Electronic Learning; Cooperative Learning; Student Attitudes; Student Characteristics; Technological Literacy; Student Experience; Models; Graduate Students + Suchen Sie Ihr Suchwort? Bibliothekarausbildung; Kooperatives Lernen; Schülerverhalten; Technisches Wissen; Studienerfahrung; Analogiemodell; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Even though online teaching and learning in the LIS field is not new, in-depth research efforts specifically addressing the relationship between social presence and its value to the success of online collaborative learning (OCL) for students in Master of Library and Information Science (MLIS) programs in the United States has seldom been conducted. This article focuses on the impact of demographic factors, technological skills, and past online experiences on OCL, as well as the affective and social variables that influence the success of OCL. In addition, the article reports on the participants' perceptions and experiences with regard to their OCL performance. Furthermore, it explores the opportunities and obstacles that participants identify as associated with the OCL experience in general. It was hypothesized that demographic factors, technological skills, and past experiences would have a significant impact on OCL performance and perception. The study employed a mixed-methods approach with a sequential explanatory design that involved two phases. While Phase I featured an online survey with 457 respondents from ALA-accredited MLIS programs, Phase II consisted of follow-up interviews with 29 respondents who completed their Phase I survey. Statistically significant differences were found among demographic variables, technology usage, and OCL experiences with respect to respondents' agreement ratings of performance/behavior and perception statements. The qualitative analysis uncovered constructs of group composition, group environment, and group collaboration. The triangulation of data resulted in an OCL conceptual model, which provides a comprehensive understanding of the role of social presence in the OCL process and offers guidance toward the operationalization of key factors that help to facilitate and enhance success and positive OCL experience among online learners. (As Provided).
Anmerkungen	Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01