Affiliation:
1. University of Houston-Downtown, USA
Abstract
The author used data from an e-collaboration during a COVID-19 semester across two geographic regions of the country to examine whether collaborative-based learning is more effective than other expository instructional approaches. Findings revealed that students engaged in academically reflective peer-student interactions with each other irrespective of geographical location. This study concludes that online collaboration provided students with the means to identify, explore, and challenge each other's varied perspectives throughout the semester, a strategy to be used across varied disciplines during COVID-19 and beyond.
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