Collaborative Learning in Online Breakout Rooms: The Effects of Learner Attributes on Purposeful Interpersonal Interaction and Perceived Learning

Autor/inn/en	Wilkins, Stephen; Butt, Muhammad Mohsin; Hazzam, Joe; Marder, Ben
Titel	Collaborative Learning in Online Breakout Rooms: The Effects of Learner Attributes on Purposeful Interpersonal Interaction and Perceived Learning
Quelle	In: International Journal of Educational Management, 37 (2023) 2, S.465-482 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkins, Stephen) ORCID (Butt, Muhammad Mohsin) ORCID (Hazzam, Joe) ORCID (Marder, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-10-2022-0412
Schlagwörter	Cooperative Learning; Computer Mediated Communication; Electronic Learning; Online Courses; Interpersonal Relationship; Interaction; College Students; Technological Literacy; Readiness; Student Participation; Interpersonal Communication; Intercultural Communication + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computerkonferenz; Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Collegestudent; Technisches Wissen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kommunikation; Interkulturelle Kommunikation
Abstract	Purpose: Breakout rooms are commonly used by lecturers as a means to achieve collaborative learning in online lessons. Although breakout rooms can be effective at encouraging student engagement, interaction and learning, many students dislike being forced to interact with peers, and for some students, it can lead to feelings of anxiety and stress. Successful collaborative learning depends upon having the "right" individuals working together, so the purpose of this research is to identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms. Design/methodology/approach: An online survey was used to obtain data from 664 higher education students in the USA, which were analyzed using partial least squares structural equation modeling (PLS-SEM). Findings: Students' technology readiness, social identification and intercultural communication competence are each significantly related to the achievement of purposeful interpersonal interaction, which is strongly related to students' perceived learning. Practical implications: The findings of this research emphasize the importance of lecturers considering learner attributes when forming breakout room groups. Originality/value: The breakout room represents a unique and specific context for collaborative learning, where there may be minimal lecturer supervision and where students may choose to disengage by turning off their cameras and microphones or simply listen without participating (known as lurking). The existing literature has given little attention to how lecturers allocate students to online breakout rooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01