ERIC Number: EJ812561
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0830-0445
EISSN: N/A
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.)
Descriptors: Quasiexperimental Design, Control Groups, Evaluation, Context Effect, Interaction, Peer Relationship, Cooperative Learning, Learning Activities, Academic Persistence, Distance Education, Self Efficacy, Academic Achievement, Student Motivation, Individualized Instruction, Pacing, Foreign Countries, Community Colleges
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 - Location: Canada
Grant or Contract Numbers: N/A