Experiences of face-to-face and online collaborative learning tutorials: A qualitative community of inquiry approach

H. Q. Chim; Diana H.J.M. Dolmans; Mirjam G.A. oude Egbrink; Hans H.C.M. Savelberg

doi:10.1007/s10639-024-12533-1

Experiences of face-to-face and online collaborative learning tutorials: A qualitative community of inquiry approach

H. Q. Chim, Diana H.J.M. Dolmans, Mirjam G.A. oude Egbrink, Hans H.C.M. Savelberg^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

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.

Original language	English
Number of pages	29
Journal	Education and Information Technologies
DOIs	https://doi.org/10.1007/s10639-024-12533-1
Publication status	E-pub ahead of print - 1 Jan 2024

Keywords

Blended learning
Cognitive presence
Problem-based learning
Social presence
Teaching presence

Access to Document

10.1007/s10639-024-12533-1Licence: CC BY

Cite this

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title = "Experiences of face-to-face and online collaborative learning tutorials: A qualitative community of inquiry approach",

abstract = "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.",

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