Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection

IF 5.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2026-04-01 Epub Date: 2025-12-02 DOI:10.1016/j.learninstruc.2025.102275

Arlind Avdullahu , Sebastian Strauß , Thomas Herrmann , Nikol Rummel

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引用次数: 0

Abstract

Background

Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning.

Aims

The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations.

Sample

n = 88 university students with different academic backgrounds solved two collaborative tasks in groups of four or five.

Methods

In a 2 × 2 between-subjects design, we conducted 20 hybrid collaboration sessions in which two to three co-located participants collaborated with two online participants. Depending on their experimental condition, groups 1) received no support, 2) used a collaboration script, 3) used a reflection scaffold, or 4) received both. Active participation was evaluated by analyzing the amount and duration of content-related contributions. We then compared the differences between co-located and online participants across conditions.

Results

Our results suggest that, without instructional support, online participants participate significantly less than their co-located peers. Neither of our support measures affected this difference in participation in a statistically significant manner. However, our results provide some descriptive evidence that providing a script and/or a reflection activity may help to narrow the participation gap.

Conclusions

Our findings underscore the problem that online participants might participate less than co-located participants in hybrid learning settings. Collaboration scripts and collaborative reflections may be suitable means for reducing the participation gap. However, conducting rigorous studies that address these questions come with methodological challenges.

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在混合学习环境中促进在线参与：探索协作脚本和协作反思的组合

积极参与是协作学习的先决条件。在混合式协作中——同一地点的参与者和在线参与者在任务上进行协作——在线参与者的积极参与是一个可能影响协作学习的挑战。目的本研究旨在深入了解协作脚本和/或协作反思是否能促进在线参与者在混合协作中的积极参与。88名不同学术背景的大学生以四人或五人为一组完成了两项协作任务。方法采用2 × 2受试者间设计，我们进行了20次混合协作会议，其中2至3名同地参与者与2名在线参与者合作。根据他们的实验条件，各组1)不接受支持，2)使用协作脚本，3)使用反射支架，或4)两者都接受。通过分析与内容相关的贡献的数量和持续时间来评估积极参与。然后，我们比较了不同条件下同一地点和在线参与者之间的差异。结果我们的研究结果表明，在没有教学支持的情况下，在线参与者的参与程度明显低于同处一地的同龄人。我们的两种支持措施都没有以统计显著的方式影响这种参与差异。然而，我们的结果提供了一些描述性的证据，证明提供脚本和/或反思活动可能有助于缩小参与差距。结论我们的研究结果强调了在混合学习环境中，在线参与者可能比同地参与者参与更少的问题。协作脚本和协作反思可能是减少参与差距的合适方法。然而，进行严谨的研究来解决这些问题会带来方法论上的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.