Abstract
Recent years have seen a sharp increase in the transition from traditional teaching methods to online distance teaching and learning in all educational institutions including schools and higher education institutions. This change means that student-teachers need to have online learning experience and acquire professional skills needed to become online distance teachers. In the last two decades, research has investigated various aspects of online teaching but a main subject which has not been studied in depth is the learners’ feeling of belonging in an online distance course, especially among student-teachers. The research investigated the contribution of student-teachers’ self-perceived readiness for learning online and a collaborative online learning environment to the learners’ sense of belonging. For this purpose, quantitative and qualitative data were gathered from pre- and post-tests and personal and collaborative blogs from 172 student-teachers’ studying in two large teacher-education colleges in the center of Israel, to measure their self-perceived readiness for online collaborative learning, their sense of belonging and the learning experiences and changes they underwent along the course. It was found that a student-teacher, who had previously enjoyed a good experience in a collaborative online course, and had strong technological literacy for online learning, performed better in an online course, operated optimally in collaborative task performance, and felt a strong sense of belonging to the group at the course’s end. These findings can inform future teacher training, the formation of new pedagogic models and teaching methods for collaborative online environments and their implementation in teaching-learning.
Similar content being viewed by others
Data availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
References
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Sloan Consortium.
Almusharraf, N. M., & Bailey, D. (2021). Online engagement during COVID-19: role of agency on collaborative learning orientation and learning expectations. Journal of Computer Assisted Learning, 37, 1285. https://doi.org/10.1111/jcal.12569
Alqurashi, E. (2016). Self-efficacy in online learning environments: a literature review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549
Andrews, T., & Tynan, B. (2012). Distance learners: connected, mobile and resourceful individuals. Australasian Journal of Educational Technology, 28(4), 565–579. https://doi.org/10.14742/ajet.828
Belda-Medina, J. (2021). Enhancing multimodal interaction and communicative competence through task-based language teaching (tblt) in synchronous computer-mediated communication (SCMC). Education Sciences, 11(11), 723. https://doi.org/10.3390/educsci11110723
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, S. A. (2022). A review of using digital game-based learning for preschoolers. Journal of Computers in Education, 1–34. https://doi.org/10.1007/s40692-022-00240-0.
Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse, 25, 25–50.
Boyd, N. M., Liu, X., & Horissian, K. (2022). Impact of community experiences on student retention perceptions and satisfaction in higher education. Journal of College Student Retention: Research Theory & Practice, 24(2), 337–365. https://doi.org/10.1177/1521025120916433
Brody, C. (1998). The significance of teacher beliefs for professional development and cooperative learning. In C. Brody & N. Davidson (Eds.), Professional development for cooperative learning: issues and approaches (pp. 25–48). SUNY.
Cohen, E., & Viola, J. (2022). The role of pedagogy and the curriculum in university students’ sense of belonging. Journal of University Teaching & Learning Practice, 19(4), 06.
Dabbagh, N. (2007). The online learner: characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217–226.
Dede, C. (1990). The evolution of distance education: technology mediated interactive learning. Journal of Research on Computing in Education, 22(3), https://doi.org/10.1080/08886504.1990.10781919.
Duran, D., Flores, M., & Miquel, E. (2019). The teacher’s role during cooperative learning: Should I leave the classroom when students are independently working in teams? Journal of Classroom Interaction, 54(2).
Ehlers, U. D. (2012). Quality assurance policies and guidelines in european distance and elearning. In I. Jung & C. Latchem (Eds.), Quality assurance and accreditation in distance and e-learning (pp. 79–90). Routledge.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Fischel, D. (2014). Didactic blog. Lexi-Kay, 1, 4–5. [Hebrew].
Fowler, L. S., & Wheeler, D. D. (1995). Online from the K-12 classroom. In Z. Berge & M. Collins (Eds.), Computer-mediated communications and the on-line classroom. Hampton Press.
Garrison, D. R. (2011). E-learning in the 21st century: a framework for research and practice. Routledge.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: a retrospective. The Internet and Higher Education, 13(1), 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003
Guo, Z., Xiao, L., Van Toorn, C., Lai, Y., & Seo, C. (2016). Promoting online learners’ continuance intention: an integrated flow framework. Information & Management, 53(2), 279–295. https://doi.org/10.1016/j.im.2015.10.010
Hart, C. (2012). Factors associated with student persistence in an online program of study: a review of the literature. Journal of Interactive Online Learning, 11(1), 19–42.
Harvey, L., & Green, D. (1993). Defining quality. Assessment and Evaluation in Higher Education, 18(1), 9–34. https://doi.org/10.1080/0260293930180102
Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: scale development and student perceptions. Computers & Education, 55, 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Jiang, D., Kalyuga, S., & Sweller, J. (2021). Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills. Educational Psychology, 41(1), 5–24. https://doi.org/10.1080/01443410.2020.1785399
Johnson, B. R., & Onwuegbuzie, A. J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
Kassan, L., & Kromer-Nevo, M. (2010). Introduction to qualitative data analysis. In L. Kassan & M. Kromer-Nevo (Eds.), Data analysis in qualitative research (pp. 1–16). Ben Gurion University of the Negev. [Hebrew].
Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487–510. https://doi.org/10.1007/s11423-009-9120-2
Keeves, J. P. (1988). Educational inspect methodology, as good as measurement: an international handbook. Pergamon Press.
Kirschner, P. A. (2001). Using integrated electronic environments for collaborative teaching/learning. Learning and Instruction, 10, 1–9. https://doi.org/10.1016/S0959-4752(00)00021-9
Kurtz, G., & Chen, D. (2012). Online learning: a digital toolbox for the teacher. The Center for Academic Studies. [Hebrew].
Macdonald, J. (2003). Assessing online collaborative learning: process and product. Computers & Education, 40(4), 377–391. https://doi.org/10.1016/S0360-1315(02)00168-9
Magen-Nagar, N., & Shonfeld, M. (2018). The impact of an online collaborative learning program on students’ attitude towards technology. Interactive Learning Environments, 26(5), 621–637. https://doi.org/10.1080/10494820.2017.1376336
Maybery, D., Reupert, A., Patrick, K., & Chittleborough, P. (2009). The importance of being human: instructors’ personal presence in distance programs. International Journal of Teaching & Learning in Higher Education, 47–56.
Meishar-Tal, H., & Schencks, M. (2010). A framework for the assessment of Wiki-based collaborative learning activities. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(3), 71–82. https://doi.org/10.4018/jvple.2010070105
Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: the role of digital literacy. Computers & Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025
Moore, A. B., & Brooks, R. (2000). Learning communities and community development: describing the process. Learning Communities. International Journal of Adult and Vocational Learning, 1, 1–15.
Pallof, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: effective strategies for the online classroom. Josey-Bass Publishers.
Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: a systematic review. International Journal of Emerging Technologies in Learning (iJET), 13(09), 64–86. https://doi.org/10.3991/ijet.v13i09.8351
Picciano, A. G. (2017). Theories and frameworks for online education: seeking an integrated model. Online Learning, 21(3), 166–190. https://doi.org/10.24059/olj.v21i3.1225
Porat, N., & Kurtz, G. (2013). Representations of higher order thinking strategies on learning blogs. In I. Eshet-Alkalai, A. Caspi, S. Edan, N. Gadi, I. Yair, & I. Kalman (Eds.), The learning human in the technological era (pp. 191–201). Open University. [Hebrew].
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2021.1884886.
Roberts, T. L. (1998). Are newsgroups virtual communities? Human factors in computing systems – Conference Proceedings (CHI 98) (360–367). ACM Press.
Rovai, A. P. (2002a). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1). Retrieved from: http://www.irrodl.org/content/v3.1/rovai.html. Accessed 12 Jan 2020
Rovai, A. P. (2002b). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197–211. https://doi.org/10.1016/S1096-7516(02)00102-1
Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77–88. https://doi.org/10.1016/j.iheduc.2006.10.001
Salmon, G. (2004). E-moderating: the key to teaching and learning online. Routledge.
Salmons, J. E. (2006). Taxonomy of collaborative e-learning. Union Institute & University.
Seifert, T. (2004). A sense of community in distance learning. Research report. Tel Aviv: Mofe"t Institute and the Kibbutzim College of Education. [Hebrew]
Seifert, T. (2017a). Training the teachers of tomorrow in an era of rapid technological advancement. i-Manager's Journal of Educational Technology, 14(1), 35–46. https://doi.org/10.26634/jet.14.1.13585
Seifert, T. (2017b). Pedagogy 2.0 in pre-service teacher education. Journal of Educational Technology, 14(3), 15–31. https://doi.org/10.26634/jet.14.3.13856
Seifert, T., Kritz, M., & Feliks, O. (2020). Optimal teaching and learning practices in online multiparticipant courses. Journal of Educators Online, 17(1).
Shkedi, A. (2010). Theory grounded in narratives: construction of theory in qualitative research. In L. Kassan & M. Kromer-Nevo (Eds.), Data analysis in qualitative research (pp. 436–461). Ben Gurion University of the Negev. [Hebrew].
Shkedi, A. (2011). The meaning behind words: Methodology in qualitative research – In practice. Ramot. [Hebrew]
Sharp, L. A., & Whaley, B. (2018). Wikis as online collaborative learning experiences: “A different kind of brainstorming”. Adult Learning, 29(3), 83–93. https://doi.org/10.1177/1045159518761095
Stahl, G., & Hakkarainen, K. (2021). Theories of CSCL. International handbook of computer-supported collaborative learning (pp. 23–43). Springer.
Stewart, W. H., & Lowenthal, P. R. (2022). Distance education under duress: a case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea. Journal of Research on Technology in Education, 54. https://doi.org/10.1080/15391523.2021.1891996
Stoter, J., Bullen, M., Zawacki-Richter, O., & Von Prummer, C. (2014). From the back door into the mainstream: the characteristics of lifelong learners. In O. Zawacki-Richter, & T. Anderson (Eds.), Online distance education: towards a research agenda (pp. 421–459). Athabasca University Press: Athabasca.
Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33–50. https://doi.org/10.1080/0158037X.2010.515572
Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: a prerequisite for effective learning in a blended learning environment? Electronic Journal of e-Learning, 14(1), 54–65.
Thomas, L., & Higher Education Funding Council. (2012). Building student engagement and belonging in higher education at a time of change Paul Hamlyn Foundation and. Retrieved from: https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report. Accessed 12 Jan 2020
Trowler, V. (2010). Student engagement literature review. Higher Education Academy.
Udeogalanya, V. (2022). Aligning digital literacy and student academic success: Lessons learned from COVID-19 pandemic. International Journal of Higher Education Management (IJHEM), 8(2). https://doi.org/10.24052/IJHEM/V08N02/ART-4
Vasiliou, A., & Economides, A. A. (2007). Mobile collaborative learning using multicast MANETs. International Journal of Mobile Communications, 5(4), 423–444. https://doi.org/10.1504/IJMC.2007.012789
Vygotsky, L. (1978). Mind in society: the development of higher psychological process. Harvard University Press.
Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1). https://doi.org/10.24059/olj.v2i1.1928
Wang, L. (2011). Sociocultural learning theories and information literacy teaching activities in higher education. Reference & User Services Quarterly, 47(2), 149–158. https://doi.org/10.5860/rusq.47n2.149
Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139–152. https://doi.org/10.24059/olj.v8i2.1832
Waycott, J., Sheard, J., Thompson, C., & Clerehan, R. (2013). Making students’ work visible on the social web: a blessing or a curse? Computers & Education, 68, 86–95. https://doi.org/10.1016/j.compedu.2013.04.026
Woodley, A., & Simpson, O. (2014). The elephant in the room. Online distance education: Towards a research agenda, 459–485.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085
Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220–232. https://doi.org/10.1111/jcal.12042
Zawacki-Richter, O., & Anderson, T. (Eds.). (2014). Online distance education: towards a research agenda. Athabasca University Press.
Acknowledgements
The research was conducted with the support of the Mofet Institute Research Fund.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
None.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Seifert, T., Bar-Tal, S. Student-teachers’ sense of belonging in collaborative online learning. Educ Inf Technol 28, 7797–7826 (2023). https://doi.org/10.1007/s10639-022-11498-3
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-022-11498-3