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ERIC Number: EJ812561
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0830-0445
The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model
Poellhuber, Bruno; Chomienne, Martine; Karsenti, Thierry
Journal of Distance Education, v22 n3 p41-62 2008
In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasi-experimental design for the evaluation of the effects of peer interaction. The objective of the study was to understand the impact of peer interaction and collaborative learning on student self-efficacy beliefs and persistence in a distance education context. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities condition showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that they evaluated positively the peer interaction. (Contains 5 tables.)
Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Confounding Variables; Canada