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Trust in Online Collaborative Groups: A Constructivist Psychodynamic View rust represents one of the most critical issues facing online collab- Torative groups. The growth of online courses and programs and the growth of collaborative learning pedagogical strategies through the text-based online environment can make trust issues more salient. According to Allen and Searman (2010), the 17% growth rate for online student enrollment far exceeds the 1.2% growth of the increases in the student population. Additionally, more than 25% of higher education students now take at least one online course. The use of online collaborative learning has grown rapidly in the past 15 years. Many educators in adult and higher education recognize the need to use active and contextual learning, such as collaborative learning to better address adult learning needs (Merriam, Caffarella, & Baumgartner, 2007). Collaborative learning can help to mitigate early online course instructional approaches that often resembled traditional teacher-led instruction and resulted in high attrition rates (Boshier, Mohapi, & Boulton, 1997). As the use of online collaborative groups increase, the need to understand trust issues becomes vital. Yet, it is difficult to answer the question of how trust is developed and maintained within these groups and how trust
Adult Learning – SAGE
Published: Mar 1, 2011
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