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- W2897322314 abstract "In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasi-experimental design for the evaluation of the effects of peer interaction. The objective of the study was to understand the impact of peer interaction and collaborative learning on student self-efficacy beliefs and persistence in a distance education context. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities condition showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that they evaluated positively the peer interaction." @default.
- W2897322314 created "2018-10-26" @default.
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- W2897322314 date "2008-08-16" @default.
- W2897322314 modified "2023-10-02" @default.
- W2897322314 title "The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model" @default.
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