Lock, JenniferAltowairiki, Noha2013-07-292013-11-122013-07-292013http://hdl.handle.net/11023/850The purpose of this multi-case study was to examine the collaborative learning process in two online graduate courses over 13 weeks. The collaboration was assessed through instructors’ and students’ perspectives in terms of what factors successfully supported collaboration, what factors had a negative impact on collaboration, and what recommendations could be made to enhance future experiences. Data were collected from various sources: semi-structured interviews, documentation, synchronous and asynchronous discussion forums, and online observation. Findings from the study identified three essential conditions that were required to support online students’ collaboration: 1) building a safe environment; 2) helping students to feel comfortable; and 3) preparing students for meaningful collaboration. Also, the study identified factors that should be considered in designing online collaborative learning and the necessary structures and scaffolds that need to be in place to support online collaborative learning. Online collaborative learning requires planning, managing, and facilitating.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.TechnologyOnline LearningCollaborative LearningHigher Educationmaster thesis10.11575/PRISM/26563