Using students' perceptions of participation in collaborative learning activities in the design of online learning environments

Abstract

This paper integrates research on participation issues in online group interaction and instructional systems design in Higher Education (HE). The qualitative part of this research was conducted using a grounded theory approach. The paper discusses students' perceptions of the intervening conditions affecting participation in online groupwork. It also addresses both quality and quantity participation criteria. Finally, it bridges theory and practice by discussing the implications of the research findings for the design, development and delivery of online learning environments.