The COVID-19 paradox of online collaborative education
when you cannot physically meet, you need more social interactions
Eva Kalmar (TU Delft - Science Education and Communication)
Tom Aarts (Student TU Delft)
Esther Bosman (Student TU Delft)
Camera Ford (Student TU Delft)
Lisa de Kluijver (Student TU Delft)
Josine Beets (Student TU Delft)
Lisette Veldkamp (Student TU Delft)
Pauline Timmers (Student TU Delft)
Diede Besseling (Student TU Delft)
Joris Koopman (Student TU Delft)
Chuntzu Fan (Student TU Delft)
Enya Berrevoets (Student TU Delft)
Melissa Trotsenburg (Student TU Delft)
Loes Maton (Student TU Delft)
Jill van Remundt (Student TU Delft)
Ela Sari (Student TU Delft)
Lee Wen Omar (Student TU Delft)
Emiel Beinema (Student TU Delft)
Robbert Winkel (TU Delft - Science Education and Communication)
Maarten van der Sanden (TU Delft - Science Education and Communication)
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Abstract
Collaborative learning is a teaching method that brings together students to discuss a topic important for a given course or curriculum and solve a related problem or create a product. By doing this, learners create knowledge together and gain 21st –century skills such as communication, critical thinking, decision making, leadership and conflict management. Universities had to close their campuses and turn their education fully online in 2020 due to the COVID-19 pandemic, which created a forced step in the evolution of the digitalisation of collaborative teaching. How did TU Delft face this challenge? How did the students experience the online version of collaborative learning? How did distant learning affect their motivation? This article presents four student team projects investigating these questions from the collaborative learning perspective. One of the significant findings of these projects is the lack of socio-emotional interactions during online collaborative work. We present a few guidelines on how to enable these interactions when designing online or blended collaborative education.
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