Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 14 February 2023
Issue publication date: 22 March 2023
Abstract
Purpose
Breakout rooms are commonly used by lecturers as a means to achieve collaborative learning in online lessons. Although breakout rooms can be effective at encouraging student engagement, interaction and learning, many students dislike being forced to interact with peers, and for some students, it can lead to feelings of anxiety and stress. Successful collaborative learning depends upon having the “right” individuals working together, so the purpose of this research is to identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms.
Design/methodology/approach
An online survey was used to obtain data from 664 higher education students in the USA, which were analyzed using partial least squares structural equation modeling (PLS-SEM).
Findings
Students' technology readiness, social identification and intercultural communication competence are each significantly related to the achievement of purposeful interpersonal interaction, which is strongly related to students' perceived learning.
Practical implications
The findings of this research emphasize the importance of lecturers considering learner attributes when forming breakout room groups.
Originality/value
The breakout room represents a unique and specific context for collaborative learning, where there may be minimal lecturer supervision and where students may choose to disengage by turning off their cameras and microphones or simply listen without participating (known as lurking). The existing literature has given little attention to how lecturers allocate students to online breakout rooms.
Keywords
Citation
Wilkins, S., Butt, M.M., Hazzam, J. and Marder, B. (2023), "Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning", International Journal of Educational Management, Vol. 37 No. 2, pp. 465-482. https://doi.org/10.1108/IJEM-10-2022-0412
Publisher
:Emerald Publishing Limited
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