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For Rhizomatic Learning please see p. 33

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Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students’ sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students’ frustration and improve the quality of their experiences in online CSCL contexts such as the UOC.", "publicationTitle": "The International Review of Research in Open and Distributed Learning", "publisher": "", "place": "", "date": "2012/02/15", "volume": "13", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "26-44", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.irrodl.org/index.php/irrodl/article/view/1127", "accessDate": "2015-05-06T10:58:00Z", "PMID": "", "PMCID": "", "ISSN": "1492-3831", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "www.irrodl.org", "callNumber": "", "rights": "This work is licensed under a Creative Commons Attribution 4.0 International Licence. The copyright of all content published in IRRODL is retained by the authors. This copyright agreement and use license ensures, among other things, that an article will be as widely distributed as possible and that the article can be included in any scientific and/or scholarly archive. You are free to Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.   No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "extra": "", "tags": [ { "tag": "Collaborative Learning", "type": 1 }, { "tag": "Computer-Supported Collaborative Learning", "type": 1 }, { "tag": "E-learning", "type": 1 }, { "tag": "Frustration.", "type": 1 }, { "tag": "Learning Experience", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-05-06T11:02:03Z", "dateModified": "2015-05-06T11:02:03Z" } } ]