Collaborative learning amongst distance learners of mathematics

Abstract

This paper describes the effects of collaborative support on groups of distance learners of General Certificate of Secondary Education mathematics. Two experiments are described. In each case, learners were provided with teleconferencing with peers, experts and mentors in addition to structured study materials. No improvements were noticed in course completion rates and the learners were seen to disengage from the teleconference over time. When provided with a virtual learning environment, learners were, once again, found not to use the practice or support features of the system. The results from our experiments are intriguing in that they seem to indicate that scaffolding in the form of structured material, collaborative environments, and a virtual learning environment does not seem to affect performance in any way other than an improvement in revenue realisation.

Keywords:

• virtual learning environment
• student support
• revenue realisation

Acknowledgements

The authors are grateful to Gerry Black, Joanne McManus and Sally Pulvertaft for providing advice and guidance during various stages of the work. Administrative support from Fiona McCusker and Christine Younger was vital for the completion of this work. Financial assistance from Knowledge Transfer Partnerships, Technology Strategy Board, UK, is gratefully acknowledged.