The aim of this paper is to explore the real value of effectiveness and success of online collaborative learning teams by studying and analysing their collaborative behaviour with respect to their problem solving performance. To that end, we focus on online learning groups that are engaged in a problem solving situation which ends up with successful group learning outcomes; the final product they deliver as a group is judged satisfactory. But can we safely admit that such a group was really effective? In other words, can we claim that each individual member achieved the learning objectives set or obtained the same benefit as the others? Or, did the group manage a well-balanced participation and contribution of all its members? This work presents an integrated approach that focuses on analysing the participatory attitudes of group members in collaborative learning activities (group functioning) and their contributions to the problem solving (task performance). This allows us to assess the real effectiveness of online collaborative learning teams by examining and measuring the skills that should characterise an effective collaborative learning team. In particular, we explore the interaction behaviour of different collaborative groups that apparently proved to be effective as regards their performance at problem solving level. The ultimate aim of our work is to provide both a better understanding of group interaction and the means to improve the effectiveness of online learning groups as well as to enhance individual member learning and success.

Peer Reviewed