Team Learning and Collaboration Between Online and Blended Learner Groups

Stefani Tovar

Lim, D. H., & Yoon, S. W. (2008). Team learning and collaboration between online and blended learner groups. Performance Improvement Quarterly, 21(3), 59.

This article examines online and blended learning models to determine which, if any, offers a more collaborative platform of instruction.

While its approach may vary, the study focuses on blended learning, which offers a combination of online, in-person meetings on a campus or other site (i.e. museum, park, etc), as well as opportunities for live instruction with professors. Highlights of the findings showed a significant difference between these two approaches. Among them were higher student performance and collaboration opportunities among the blended learners.  A possible cause of these findings were linked to the effectiveness of the professor and their ability to facilitate meaningful work.  Also the perception of social belonging was significant in both groups, favoring the blended learning approach.

I found this article of personal interest because of the nature of the MLIS program at SJSU.  I think that these findings are supported by my own experiences thus far in the program.  The engagement of the instructor, the motivation of the students and delivery of instruction fluctuate in quality from course to course, affecting the meaningful learning and collaborative opportunities available to students.  I don't believe the findings are startling, but they help support that regardless of the medium, teacher quality is a central theme.