A Review of the Literature on Online Collaborative Learning in K- 12 and Post-Secondary Education During COVID 19

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The COVID-19 pandemic posed challenges to familiar instructional practices as the national and international response to a global pandemic precipitated a shift to online teaching and learning. This en masse transition offered a novel opportunity to examine the benefits and challenges of the now more widespread context of technologically mediated education and its impact on collaborative group learning. This conceptual review of the literature reports the findings on the impact of COVID-19 on collaborative learning in Education between the years 2020-2022. Twenty-nine of the 54 published articles from K-12 to post-secondary education contexts met the criteria established for this review and were included in the review. Three themes emerged from the review: 1) impacts of online learning on collaboration; 2) student responsibility; and 3) collaborative knowledge building. The literature on online learning and student responsibility described widely varied results with collaborative learning while the literature on online Knowledge Building learning environments indicated many of the issues had been anticipated and reported learning gains were maintained in the shift to online learning. Our review of the studies conducted during COVID-19 indicates a need for increased proactive intentional design to support learners in online learning environments.
This was Ms. Tay's PURE project completed the Summer of 2022.
COVID-19, Online teaching, Web-based instruction
Tay, S. (2022). A review of the literature on online collaborative learning in K-12 and post-secondary education during COVID 19. [Unpublished Undergraduate Project]. University of Calgary.