ABSTRACT
A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF COLLABORATION TECHNOLOGY TOOLS IN MEDIATING COLLABORATION
by
KECIA J. WADDELL
December 2015
Advisor: Dr. Monica W. Tracey
Major: Instructional Technology
Degree: Doctor of Philosophy
Interactive collaboration technologies have expanded users' capabilities to collaborate and have driven pedagogical paradigm shifts toward more learner-centered and interactive teaching and learning. Online learners may be not sufficiently prepared for the level of collaboration fluency expected by a globally competitive digital distributed knowledge economy. This is largely due in part by how collaboration technologies is used towards impacting learning goals and outcomes in practice by online learners themselves or by deliberate instructional design of the online environment. The purpose of this design-based research study was three-fold: (1) examine collaboration by exploring the perceptions of adult online learners regarding collaboration technology use and of a series instructional intervention videos that supported tool use; (2) track the iterative design, development, implementation, and evaluation of instructional screencasts designed to demonstrate and support the use of dynamic text editor functions and multimedia features for authentic collaboration learning tasks and learner-driven discussion board communication in two online discussion forum platforms: Blackboard Learn (BB) and Google Groups (GG); and (3) determine the impact of the instructional intervention on our educational problem identified as a behavior: organic learner-driven online discussion board collaboration. Participants were purposive sample of online learners enrolled in five graduate-level instructional technology online courses. Quantitative survey and qualitative reflective journal data was gathered in a three phased feedback loop. Findings indicated that collaboration is first a mindset supported not only by collaboration technology tools or learner technological self-efficacy, but by deliberate instructional design mediated by the cultural environment and the social context of the activity system.
","abstract_html":"<p>ABSTRACT</p> <p>A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF COLLABORATION TECHNOLOGY TOOLS IN MEDIATING COLLABORATION</p> <p>by</p> <p>KECIA J. WADDELL</p> <p>December 2015</p> <p>Advisor: Dr. Monica W. Tracey</p> <p>Major: Instructional Technology</p> <p>Degree: Doctor of Philosophy</p> <p> Interactive collaboration technologies have expanded users' capabilities to collaborate and have driven pedagogical paradigm shifts toward more learner-centered and interactive teaching and learning. Online learners may be not sufficiently prepared for the level of collaboration fluency expected by a globally competitive digital distributed knowledge economy. This is largely due in part by how collaboration technologies is used towards impacting learning goals and outcomes in practice by online learners themselves or by deliberate instructional design of the online environment. The purpose of this design-based research study was three-fold: (1) examine collaboration by exploring the perceptions of adult online learners regarding collaboration technology use and of a series instructional intervention videos that supported tool use; (2) track the iterative design, development, implementation, and evaluation of instructional screencasts designed to demonstrate and support the use of dynamic text editor functions and multimedia features for authentic collaboration learning tasks and learner-driven discussion board communication in two online discussion forum platforms: Blackboard Learn (BB) and Google Groups (GG); and (3) determine the impact of the instructional intervention on our educational problem identified as a behavior: organic learner-driven online discussion board collaboration. Participants were purposive sample of online learners enrolled in five graduate-level instructional technology online courses. Quantitative survey and qualitative reflective journal data was gathered in a three phased feedback loop. Findings indicated that collaboration is first a mindset supported not only by collaboration technology tools or learner technological self-efficacy, but by deliberate instructional design mediated by the cultural environment and the social context of the activity system.</p>","abstract_has_math":false,"creators":["Waddell, Kecia Johnese"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Instructional Technology","degree_department":null,"school":null,"contributors":["MONICA M. TRACEY"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:26Z","subjects":["ACTIVITY SYSTEMS THEORY","ADULT LEARNING THEORY","ONLINE COLLABORATION","SOCIAL CONSTRUCTIVISM","TECHNOLOGY ACCEPTANCE MODEL","UNIVERSAL DESIGN FOR LEARNING","Higher Education and Teaching","Instructional Media Design","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1415","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["MONICA M. TRACEY"]},{"key":"dc:creator","label":"Author","values":["Waddell, Kecia Johnese"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ACTIVITY SYSTEMS THEORY","ADULT LEARNING THEORY","ONLINE COLLABORATION","SOCIAL CONSTRUCTIVISM","TECHNOLOGY ACCEPTANCE MODEL","UNIVERSAL DESIGN FOR LEARNING","Higher Education and Teaching","Instructional Media Design","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1415"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF COLLABORATION TECHNOLOGY TOOLS IN MEDIATING COLLABORATION
by
KECIA J. WADDELL
December 2015
Advisor: Dr. Monica W. Tracey
Major: Instructional Technology
Degree: Doctor of Philosophy
Interactive collaboration technologies have expanded users' capabilities to collaborate and have driven pedagogical paradigm shifts toward more learner-centered and interactive teaching and learning. Online learners may be not sufficiently prepared for the level of collaboration fluency expected by a globally competitive digital distributed knowledge economy. This is largely due in part by how collaboration technologies is used towards impacting learning goals and outcomes in practice by online learners themselves or by deliberate instructional design of the online environment. The purpose of this design-based research study was three-fold: (1) examine collaboration by exploring the perceptions of adult online learners regarding collaboration technology use and of a series instructional intervention videos that supported tool use; (2) track the iterative design, development, implementation, and evaluation of instructional screencasts designed to demonstrate and support the use of dynamic text editor functions and multimedia features for authentic collaboration learning tasks and learner-driven discussion board communication in two online discussion forum platforms: Blackboard Learn (BB) and Google Groups (GG); and (3) determine the impact of the instructional intervention on our educational problem identified as a behavior: organic learner-driven online discussion board collaboration. Participants were purposive sample of online learners enrolled in five graduate-level instructional technology online courses. Quantitative survey and qualitative reflective journal data was gathered in a three phased feedback loop. Findings indicated that collaboration is first a mindset supported not only by collaboration technology tools or learner technological self-efficacy, but by deliberate instructional design mediated by the cultural environment and the social context of the activity system.
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A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF COLLABORATION TECHNOLOGY TOOLS IN MEDIATING COLLABORATION
by
KECIA J. WADDELL
December 2015
Advisor: Dr. Monica W. Tracey
Major: Instructional Technology
Degree: Doctor of Philosophy
Interactive collaboration technologies have expanded users' capabilities to collaborate and have driven pedagogical paradigm shifts toward more learner-centered and interactive teaching and learning. Online learners may be not sufficiently prepared for the level of collaboration fluency expected by a globally competitive digital distributed knowledge economy. This is largely due in part by how collaboration technologies is used towards impacting learning goals and outcomes in practice by online learners themselves or by deliberate instructional design of the online environment. The purpose of this design-based research study was three-fold: (1) examine collaboration by exploring the perceptions of adult online learners regarding collaboration technology use and of a series instructional intervention videos that supported tool use; (2) track the iterative design, development, implementation, and evaluation of instructional screencasts designed to demonstrate and support the use of dynamic text editor functions and multimedia features for authentic collaboration learning tasks and learner-driven discussion board communication in two online discussion forum platforms: Blackboard Learn (BB) and Google Groups (GG); and (3) determine the impact of the instructional intervention on our educational problem identified as a behavior: organic learner-driven online discussion board collaboration. Participants were purposive sample of online learners enrolled in five graduate-level instructional technology online courses. Quantitative survey and qualitative reflective journal data was gathered in a three phased feedback loop. Findings indicated that collaboration is first a mindset supported not only by collaboration technology tools or learner technological self-efficacy, but by deliberate instructional design mediated by the cultural environment and the social context of the activity system.
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