Enhancing the design of a successful networked course collaboration: an outsider perspective

Abstract

This chapter presents a preliminary critique of an online transatlantic collaboration designed for collaborative learning. The critique by external reviewers using qualitative methods within the interpretivist paradigm hints at critical factors necessary for successful online collaborative learning. The evaluation seems to support the view that in order to raise the quality of online dialogue and enhance deep learning, it is good practice to heed, as well as give voice to participants’ needs by involving them directly in the design of the course. This has the potential to enhance student motivation and learning. The authors plan to continue their work, and present a more grounded and detailed evaluation in the near future involving multiple data sources, comprehensive surveys, and document analysis.