Overcoming Social and Psychological Barriers to Effective On-line Collaboration

• Published in: Educational technology & society 2002-01, Vol.5 (1), p.86-92
• Main Authors: Sandra C. Hughes, Leah Wickersham, David L. Ryan-Jones, Sara A. Smith
• Format: Article
• Language: English
• Subjects: Collaboration; Collaborative learning; Communities; Computer mediated communications; Cultural Considerations; Distance education; Educational environment; Educational technology; Learning experiences; Learning motivation; Teachers
• ISSN: 1176-3647; 1436-4522

Research suggests that collaboration in an on-line course can enhance learning, reduce feelings of isolation, increase satisfaction with the course, and increase motivation. Unfortunately, creating an environment within which collaboration can occur doesn't happen automatically. A review of the literature suggests that for on-line collaboration to be most effective, participants must: (1) see the value of expending the (considerable) effort required, (2) be comfortable with and trust the medium, (3) be comfortable with and trust their instructor (or facilitator) and their fellow collaborators, and (4) feel as though they are immersed in a rich, engaging, and rewarding social experience. While many papers suggest that one or more initial face-to-face meetings will expedite trust, familiarity, and a willingness to collaborate, one of the primary reasons why students engage in distance learning is the convenience of anytime, anyplace learning. Thus, face-to-face meetings are not always possible or desirable, leaving us with the need to address these issues in more creative ways. This paper reports on how researchers and practitioners have begun to address the challenges associated with on-line collaboration.