The design and effectiveness of online collaborative work

Abstract Online learning became a pervasive instructional method with the onset of the pandemic. Online programs and course offerings are continuing to increase due to their flexibility and convenience. Effective instructional methods in online education differ from methods that are effective in other learning environments because the absence of personal connection causes feelings of isolation. Collaborative learning May be a method to mitigate this issue, but designing effective collaborative learning in the online environment can be challenging, as there are more factors to consider than designing collaborative learning in a classroom setting. This study invited online students to share their experiences with the design of online group work as a function of group size, formation, duration, and type of collaborative work. Additionally, students’ perceptions of the effectiveness of online collaborative learning and levels of social and teaching presence were assessed through an electronic survey. The findings indicate that online collaborative activities occur in randomly assigned, small groups completing assignments, or peer reviews over various durations of the course. Levels of teaching and social presence were affected by group formation methods and activity type. The findings have implications for online instructors and instructional designers who have an interest in designing effective online collaborative learning experiences.