Online Instructional Group Work and Learning Retention: Perceptions From The Student’s Point of View

Abstract

This study investigated student perceptions of online group work on their learning retention. Data collection included the Community of Inquiries (CoI) survey expanded with Likert and open-ended questions that directly addressed the study focus. ChiSq analysis defined correlations between the Likert questions and perceived connections between online group work and learning retention. Qualitative data were analyzed with the coding template used in development of the CoI survey. The open-ended questions explored participants’ perceived positive, negative and perfect online group experiences. Positive and perfect responses reported similar themes, which emphasized the importance of effective social and instructional communication within a well-designed and organized course for supporting learning retention. Negative responses included lack or dysfunction of the reported positive and perfect experiences. Participants often expressed anger and frustration when reporting negative group experiences, which included poor communication, unequal sharing of work, lack of clear instructional design and, unnecessary and outdated course materials.