This chapter examines the difference between engagement and participation of students completing performance tasks individually and cooperatively in online environments. Mixed method was used in the research. The quantitative data were obtained from the student activity access numbers and durations in the system records of the online platform used and the points obtained from the student engagement scale pre- and post-tests. The qualitative data were obtained from the video recordings obtained from the video conferencing platform and focus group interview. In terms of participation in the application process, a statistically significant difference was found in favor of studying cooperatively (p=0.01 <0.05). Based on the research findings, it was concluded that completing performance tasks cooperatively is beneficial to increasing online student participation.
TopIntroduction
This research focuses on the pedagogical aspects of online teaching with a focus on learning experience. Capra’s (2014) analysis of courses from the perspective of the Community of Inquiry paradigm remarked the challenge of experiencing a meaningful learning and raised some pedagogical question marks. He points out the need to examine online learning with a closer focus at learning and teaching processes (Capra, 2014). Employing a theoretical framework developed specifically for online teaching necessitates within Capra's point of view. Hence, it is possible to maximize the benefits of online teaching to the stakeholders, and minimize the obstacles faced by students.
The challenges students experience need to be analyzed and identified thoroughly while organizing the online teaching environment. For example, Güngören, Gür Erdoğan, and Kaya Uyanık (2019) report the barriers expressed by adult online learners as lack of face-to-face interaction with the instructor and other students, the low degrees of responsibility for learning, lack of reliable internet connection, and the possible technical software and hardware problems. Although the theoretical framework of online teaching cannot improve technological opportunities, it might help reduce the anxiety and even develop perspectives that can eliminate these concerns. Moreover, it might contribute to increasing and/or facilitating interaction and communication with the instructor and other students.
To achieve better outcomes with the theoretical framework, the characteristics of online students should be examined and their compatibility with the online environments should be analyzed. With the emergence of several types of distance education, related theories have been developed. Theory of Cooperative Freedom (TCF) defined by Paulsen (2003) assumes that online learners are self-directed and have goal, activity-, and learning-oriented motivation who have control over their learning outcomes (Paulsen, 2003). These assumptions might apply to adults, as outlined in the Adult Education Theory (Knowles et al., 2005)
According to the distance education theories, online students have motivation, self-direction, or self-control. Studies on these variables aimed at determining and developing the skill levels of online learners. Theoretically, the online learner is expected to take more responsibility for learning activities than the students who receive face-to-face education. This expectation necessitates providing a teaching environment where students are more independent. Paulsen (2003, p. 43) and Yılmaz (2020, p. 209) emphasized that online learners drop out of their education when their educational responsibilities overlap with their daily, family and work lives. Therefore, when working with online learners, accommodations need to be made for more independence to avoid such conflicts. Paulsen (2003) describes independence as a situation where students get rid of constraints. At the same time, online learners are believed to enjoy a flexible environment (Fidan, 2021).
In addition to ensuring the independence of learners, communication and interaction with other students and instructors should be maintained. Communication and interaction previously described as an obstacle can be improved with cooperative and collaborative activities. Hence independent study skills of the student in a collaborative environment will be negatively affected (Dalsgaard & Paulsen, 2009; Paulsen, 2003, 2006); Johnson and Johnson emphasize the power of working cooperatively rather than individually to achieve the desired outcomes (2014, p. 68)
Examining the effects of diverse activities contributes to the development of a stronger theoretical framework; the effectiveness of online teaching with cooperative, collaborative, or independent activities require further analysis. Johnson and Johnson (1999, p. 68) define a cooperative group that works together, seeks beneficial results for all group members, discusses, helps each other understand, encourages each other to work hard contributes academically more than the sum of its parts indicating higher performance than individual work.