Date of Award

11-20-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Ryan A. Brown

Abstract

The appropriate implementation of collaborative technology tools in online courses leads to a culture of social learning where technology empowers students to take central roles in their learning. Yet, critical questions still exist about how faculty design, develop, implement collaborative eLearning activities using technology tools that support collaboration and student engagement in online courses, and what perspectives students have toward their experiences while participating in these activities. The purpose of the study is to explore the experiences of faculty members implementing collaborative technology tools in online courses to support collaboration and student engagement, in addition, to obtain the perspectives of students toward their experiences while participating in these activities. The study attempts to better understand the potential and use of technology for enhancing collaboration and student engagement in online settings and the factors that influence the selection of collaborative technology tools for incorporating collaborative eLearning activities in online courses. An explanatory sequential mixed methods approach was utilized to collect data from a total of 210 faculty and student participants who met the participation criteria and volunteered to participate in the study at a large Midwestern state university. Out of the 210 participants, 29 faculty members and 181 students were surveyed, and after a review of the results, follow-up interviews were conducted with four faculty members and two students. The findings of this study confirmed that collaborative technology tools have the potential to create a virtual collaborative environment that enables instructors to establish a learning community within online courses where students can synchronously or asynchronously work together toward a common task, in which each student adds to an emerging pool of knowledge of the group. This study provides evidence that the use of collaborative technology tools positively affects students’ experiences with collaborative eLearning activities in online learning. The instructor's ability to successfully select and implement collaborative technology tools that effectively support collaborative eLearning and student engagement in online courses is a primary concern. This concern raises the demand for online instructors who are well-prepared and fully-supported to integrate collaborative technology tools into online settings and design eLearning activities that engage students and foster interaction and collaboration. Possible implications of the study and practical recommendations drawn from the findings of the study for professional and meaningful practice are discussed.

Comments

Imported from ProQuest Alahmari_ilstu_0092E_11356.pdf

DOI

http://doi.org/10.30707/ETD2019.Alahmari.A

Page Count

234

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