STUDENT PERCEPTIONS OF COLLABORATIVE ONLINE LEARNING: AN ANALYSIS OF EFFECTIVENESS AND CHALLENGES

Abstract

The global shift towards online education has underscored the need for engaging pedagogical strategies that foster interaction and deeper learning. Collaborative learning is one such strategy, yet its implementation in a fully online environment presents unique challenges. This study aims to analyze student perceptions of a collaborative learning experience within an asynchronous online tutoring program at a major distance education university. A mixed-methods approach was employed, utilizing a comprehensive questionnaire administered to 58 undergraduate students. The instrument measured seven dimensions of the collaborative experience on a 5-point Likert scale and included open-ended questions for qualitative feedback. Quantitative results indicate a strongly positive overall perception, with a mean score of 4.01 out of 5.00. The findings reveal that students highly valued the clarity of instructional guidance and the positive impact on learning outcomes. However, the analysis also pinpointed significant challenges in the practical experience of collaboration, particularly related to logistical issues like inter-member communication and scheduling coordination. Qualitative data from open-ended responses corroborated these findings, highlighting a dichotomy between the appreciation for the learning benefits and frustration with group coordination. The study concludes that while the collaborative learning model is perceived as effective and beneficial, its success can be significantly enhanced by providing structured support for group logistics and communication. These findings offer practical recommendations for educators and instructional designers seeking to optimize collaborative learning in online settings.