The following article is a study on the effectiveness of online courses and their effectiveness in both teacher-guided assistance and non-guided learning. The author stated the problem of online learning for students, as being the distractions of the internet itself; online shopping, gaming and social networking. While two advantages of online learning includes the convenience of studying at a place of choice and independent work, students are challenged in staying focused or being disciplined enough to continue or even complete their course of studies. The author supposes the design of teaching methods and learning activities would prove vital in online students’ success. The author further states online learning (E-learning) aids in self-regulated learning (SRL), and is thought to be a way to assist learners individually. Self-regulated learning is defined by the author as “the efforts put forth by students to control and monitor their motivation, concentration, and affective aspect to protect their goals.” Studies show that teachers’ feedback plays a critical role in students’ controlling their learning and becoming self-regulated learning.
The object/goal of online courses is for students to learn independently in the virtual environment without the “on-the-spot” help of the teacher. The indications are that involvement is a powerful means in the improvement in most of the aspects of undergraduates’ cognitive and affective development. In theory, the author believes online pedagogy would address the problem of students retreating to self-gratifying internet sites where they spend a great deal of time shopping online, chatting on social networks and playing online games. The author states (paraphrasing) “Until now, little attention has been paid to the problem of how to help students be involved positively in online courses and improve their learning.” The author further emphasizes how critical it is for teachers to institute innovative teaching methods that would promote involvement and aid in developing collaborative problem-solving skills in students.
The author designed a study that included four groups; the collaboration with initiation and self-regulated learning with feedback (CISF) group-the group that that received online collaboration with initiation and self-regulated learning with feedback; the collaboration with initiation and self-regulated learning (CIS) group-the group that received online collaboration with initiation and self-regulated; the collaboration with initiation (CI) group-the group that received online collaboration with initiation; these three groups served as the experimental groups while the collaboration (C) group-the group that received online collaboration only served as the control group.
Collaboration is defined by the author in this way; “Collaborative learning refers to teaching a specific educational objective through a coordinated and shared activity by means of social interactions among the group...