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Trust in Online Collaborative Groups: A Constructivist Psychodynamic View

Trust in Online Collaborative Groups: A Constructivist Psychodynamic View 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Trust in Online Collaborative Groups: A Constructivist Psychodynamic View

Adult Learning , Volume 22 (2): 5 – Mar 1, 2011

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References (36)

Publisher
SAGE
Copyright
© 2011 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515951102200203
Publisher site
See Article on Publisher Site

Abstract

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

Journal

Adult LearningSAGE

Published: Mar 1, 2011

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