Collaborative processes in virtual learning spaces - Does structuring make a difference?

This study explores features of successful collaborative learning among university students in a virtual course. The aim was to study what kinds of interactional processes occurred when students collaborated while working in international teams and how pedagogical structuring affected the collaborative processes. The data was collected from the Technology-Enhanced Learning course, in which students (N=49) worked together for three months. In this article, two research questions are explored: 1) How did collaborative scripts affect groups' activity, participation, and course grades? 2) What kind of interactional processes occurred in group discussions in the virtual spaces? Results indicate that collaborative scripts enhanced students' activity and participation. Interactional processes in collaborative situations were more often related to off-task than on-task topics. Off-task discussions mostly concentrated on metacognitive issues, such as planning group work. Most on-task discussions were comments or answers to previous messages. This study provides teachers, educators, and educational coordinators guidelines for organizing and enhancing successful collaborative learning in virtual learning spaces.