Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection

Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning. The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations. n = 88 university students with different academic backgrounds solved two collaborative tasks in groups of four or five. In a 2 × 2 between-subjects design, we conducted 20 hybrid collaboration sessions in which two to three co-located participants collaborated with two online participants. Depending on their experimental condition, groups 1) received no support, 2) used a collaboration script, 3) used a reflection scaffold, or 4) received both. Active participation was evaluated by analyzing the amount and duration of content-related contributions. We then compared the differences between co-located and online participants across conditions. Our results suggest that, without instructional support, online participants participate significantly less than their co-located peers. Neither of our support measures affected this difference in participation in a statistically significant manner. However, our results provide some descriptive evidence that providing a script and/or a reflection activity may help to narrow the participation gap. Our findings underscore the problem that online participants might participate less than co-located participants in hybrid learning settings. Collaboration scripts and collaborative reflections may be suitable means for reducing the participation gap. However, conducting rigorous studies that address these questions come with methodological challenges. • Active participation is a prerequisite for learning in hybrid group settings. • Online students participated significantly less than co-located members. • The biggest participation gap appeared when no instructional guidance was given. • Collaboration script and Awareness-based reflection reduce participation gaps.