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|dc.identifier.citation||Gadgil, S., Braun, M., Hovis, K., Harty, M., & Lovett, M. (2018). Investigating the Impact of an Online Collaboration Course on Students’ Attitudes and Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.||en_US|
|dc.description.abstract||Collaboration and teamwork are critical skills in today's workplace, but teaching them effectively remains a challenge. Collaborative U, an online instructional resource that students complete at the start of a major group project, was designed to address this issue. We present results from a randomized controlled trial comparing Collaborative U to a control condition equated on format and duration. Students in the Collaborative U condition maintained their initial high positive attitudes and understanding of collaboration from pre to post, whereas students in the control condition showed a decline. Furthermore, students who completed Collaborative U rated team process and final products significantly higher than those in the control condition on a variety of attributes. Our findings offer encouraging evidence for the efficacy of a short, online intervention in supporting teamwork skills, and have important implications for integrating team-based activities into classrooms.||en_US|
|dc.publisher||International Society of the Learning Sciences, Inc. [ISLS].||en_US|
|dc.title||Investigating the Impact of an Online Collaboration Course on Students’ Attitudes and Learning||en_US|
|Appears in Collections:||ICLS 2018|
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