TY - JOUR
T1 - Experiences of face-to-face and online collaborative learning tutorials
T2 - A qualitative community of inquiry approach
AU - Chim, H. Q.
AU - Dolmans, Diana H.J.M.
AU - oude Egbrink, Mirjam G.A.
AU - Savelberg, Hans H.C.M.
N1 - Funding Information:
This work was supported by the Kootstra Talent Fellowship [grant number 21.1259], provided by the Board of Maastricht University Medical Center + .
Publisher Copyright:
© The Author(s) 2024.
PY - 2024/10
Y1 - 2024/10
N2 - This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being.
AB - This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being.
KW - Blended learning
KW - Cognitive presence
KW - Problem-based learning
KW - Social presence
KW - Teaching presence
U2 - 10.1007/s10639-024-12533-1
DO - 10.1007/s10639-024-12533-1
M3 - Article
SN - 1360-2357
VL - 29
SP - 18561
EP - 18589
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 14
ER -