Fostering or Hindering Online Learning: Contrasting Experiences of Study Groups in Community College (Poster 35)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Learning Environments and Pedagogical Strategies

Abstract

High-quality peer interaction is critical for success in online learning. Community college students often demonstrate low engagement in collaborative activities traditionally used in online learning. Study groups, where students gather to discuss academic and extracurricular topics, provide flexible opportunities for real-time interaction. We implemented weekly study groups in four online, community college courses and conducted in-depth interviews to understand students’ experiences. Findings demonstrate academic benefits of study groups, including providing timely assistance and accountability, prompting active engagement, and promoting increased comfort in the course. However, some students reported ineffective experiences with study groups due to scheduling difficulties, unresponsive peers, and non-inclusive group environments. Finally, shared backgrounds and learning habits emerged as critical factors determining the effectiveness of the study group.

Authors

• Qiujie LI, Nanyang Technological University - National Institute of Education

• Waverly Tseng, University of California - Irvine

• Jenny Lee, University of California - Irvine

• Di Xu, University of California - Irvine