{"id":{"repo_id":"toronto-retro","oai_identifier":"oai:utoronto.scholaris.ca:1807/125583"},"canonical_url":"https://search.dev.ndltd.org/etd/toronto-retro/oai:utoronto.scholaris.ca:1807/125583","repository":{"repo_id":"toronto-retro","name":"University of Toronto","base_url":"https://utoronto.scholaris.ca/server/oai/request"},"display":{"title":"Group Collaboration in Global Online Learning Environments","abstract":"This case study seeks to better understand online collaboration in a global secondary school classroom context. Given the widespread promotion of collaborative learning as a crucial skill, coupled with a significant increase in online learning, this study aims to grow research evidence and offer practical recommendations specific to K-12 global online collaboration. This study encompasses an intervention activity designed to introduce a group film production assignment in a global online International Baccalaureate (IB) secondary level film class with no prior collaborative activity. The study provides a detailed account and interpretive analysis of behaviours amongst groups using a theory-driven coding scheme to further identify and interpret the complex interactions and exchanges. Finally, student reflections and post-activity comments provide insight into students' perceptions and attitudes about online collaboration. This study reveals the challenges groups faced with prescribed online tools, Internet connectivity, technical issues, uneven participation, and time zone differences. The learning management system, Canvas, was perceived as a location to retrieve assignments and less as a space to collaborate. Given these challenges, groups eventually transitioned to social media instant messaging (IM) to enhance interactions. The study reveals IM was the most effective for fostering frequency of communications, sustained interaction, and was found to have the widest range of collaborative behaviours. For groups, IM became an effective digital backchannel and a space to enhancegroup cohesion and connection. Students demonstrated preference for lean media affordances of IM such as speediness of responses, ease of use, informal nature of interactions and accessibility. Given the culturally and globally diverse students body, the study identifies a need to foster intercultural competences for students and educators. Technology access and Internet connectivity continue to be an equity issue for students globally. Considering a recent IB initiative to pilot more online courses across centres worldwide, this study makes four recommendations for current online IB film and other global centres endeavouring to promote online collaboration. Recommendations include the development of an IB global media repository to promote a culture of participatory media production, an increase of opportunities for intercultural collaboration, and further recommendations to improve instructional design for online collaboration.","abstract_html":"This case study seeks to better understand online collaboration in a global secondary school classroom context. Given the widespread promotion of collaborative learning as a crucial skill, coupled with a significant increase in online learning, this study aims to grow research evidence and offer practical recommendations specific to K-12 global online collaboration. This study encompasses an intervention activity designed to introduce a group film production assignment in a global online International Baccalaureate (IB) secondary level film class with no prior collaborative activity. The study provides a detailed account and interpretive analysis of behaviours amongst groups using a theory-driven coding scheme to further identify and interpret the complex interactions and exchanges. Finally, student reflections and post-activity comments provide insight into students' perceptions and attitudes about online collaboration. This study reveals the challenges groups faced with prescribed online tools, Internet connectivity, technical issues, uneven participation, and time zone differences. The learning management system, Canvas, was perceived as a location to retrieve assignments and less as a space to collaborate. Given these challenges, groups eventually transitioned to social media instant messaging (IM) to enhance interactions. The study reveals IM was the most effective for fostering frequency of communications, sustained interaction, and was found to have the widest range of collaborative behaviours. For groups, IM became an effective digital backchannel and a space to enhancegroup cohesion and connection. Students demonstrated preference for lean media affordances of IM such as speediness of responses, ease of use, informal nature of interactions and accessibility. Given the culturally and globally diverse students body, the study identifies a need to foster intercultural competences for students and educators. Technology access and Internet connectivity continue to be an equity issue for students globally. Considering a recent IB initiative to pilot more online courses across centres worldwide, this study makes four recommendations for current online IB film and other global centres endeavouring to promote online collaboration. Recommendations include the development of an IB global media repository to promote a culture of participatory media production, an increase of opportunities for intercultural collaboration, and further recommendations to improve instructional design for online collaboration.","abstract_has_math":false,"creators":["Mann, Alison"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Curriculum, Teaching and Learning","school":null,"contributors":[],"advisors":["Cooper, Karyn"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-11","date_published":"2022-11","updated_at":"2026-07-27T21:28:07Z","subjects":["Film Education","Intercultural competences","International Baccalaureate","K-12 online learning","Media Education","Online collaboration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1807/125583","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cooper, Karyn"]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum, Teaching and Learning"]},{"key":"dc:creator","label":"Author","values":["Mann, Alison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-11"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-11-11T18:46:38Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-11-11T18:46:38Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-11"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Film Education","Intercultural competences","International Baccalaureate","K-12 online learning","Media Education","Online collaboration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1807/125583"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study seeks to better understand online collaboration in a global secondary school classroom context. Given the widespread promotion of collaborative learning as a crucial skill, coupled with a significant increase in online learning, this study aims to grow research evidence and offer practical recommendations specific to K-12 global online collaboration. This study encompasses an intervention activity designed to introduce a group film production assignment in a global online International Baccalaureate (IB) secondary level film class with no prior collaborative activity. The study provides a detailed account and interpretive analysis of behaviours amongst groups using a theory-driven coding scheme to further identify and interpret the complex interactions and exchanges. Finally, student reflections and post-activity comments provide insight into students' perceptions and attitudes about online collaboration. This study reveals the challenges groups faced with prescribed online tools, Internet connectivity, technical issues, uneven participation, and time zone differences. 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Considering a recent IB initiative to pilot more online courses across centres worldwide, this study makes four recommendations for current online IB film and other global centres endeavouring to promote online collaboration. 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