Multi-dimensional trust between partners for international online collaborative learning in the Third Space
Keywords:collaboration, chemistry, online learning, students as partners, trust, third space
The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamiliar remote students, empowering students as emerging experts. This digital Third Space results in the formation of trust (a) between student partners to prepare for—and contribute during—the OCAs, and (b) between students and faculty as partners in teaching and learning. Additionally, we report how revisions to the OCA design are achieved with current students as consultants and partners, and former students as co-researchers and co-designers.
E. (2017). Success in student-faculty/staff SoTL partnerships: Motivations, challenges, power, and definitions. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). https://doi.org/10.5206/cjsotl-rcacea.2017.2.8
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook
for college faculty (2nd ed.). CA, USA: Jossey-Bass.
Bhabha, H. (1994). The location of culture. London: Routledge.
Bovill, C. & Felten, P. (2016). Cultivating student-staff partnerships through research and
practice. International Journal for Academic Development, 21(1), 1-3, https://doi.org/10.1080/1360144X.2016.1124965
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208. https://doi.org/10.1007/s10734-015-9896-4
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cliffe, A., Cook-Sather, A., Healey, M., Healey, R., Marquis, E., Matthews, K. E., Mercer-
Mapstone, L., Ntem, A., Puri, V., & Woolmer, C. (2017). Launching a journal about and through students as partners. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3194
Cook-Sather, Bovill, C., Felten, P. (2014). Engaging students as partners in learning and
teaching. San Francisco, CA: Jossey-Bass.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
Gutiérrez, K. (2008). Developing a sociocultural literacy in the third space. Reading Research
Quarterly, 43(2), 148-164. https://doi.org/10.1598/RRQ.43.2.3
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as
partners in learning and teaching in higher education. Heslington, UK: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/engagement_through_partnership.pdf
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual
model. Teaching & Learning Inquiry, 4(2). https://doi.org/10.20343/teachlearninqu.4.2.3
International Union of Pure and Applied Chemistry (IPUAC). (n.d.). Who we are: Strategic plan.
Retrieved from https://iupac.org/who-we-are/strategic-plan/
McCollum, B., Fleming, C., Plotnikoff, K., & Skagen, D. (2017). Relationships in the flipped
classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). https://doi.org/10.5206/cjsotl-rcacea.2017.3.8
McCollum, B., Morsch, L., Skagen, D., & Shokoples, B. (in press). Overcoming barriers for
implementing international online collaborative assignments in chemistry. The Canadian Journal for the Scholarship of Teaching and Learning.
McCollum, B., & Morsch, L. (2019). Reading and relationships in organic chemistry. Manuscript
submitted for publication.
Murphy, B., Nixon, S., Brooman, S., & Fearon, D. (2017). “I am wary of giving too much power to
students:” Addressing the “but” in the principle of staff-student partnership. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3055
Paterson, K. (2011). The darkside of collaboration: A pilot study. University of Alberta Education
and Research Archive. https://doi.org/10.7939/R3J67934J
Potter, J. & McDougall, J. (2017). Digital media, culture and education: Theorising Third Space
literacies. Basingstoke, UK: Palgrave MacMillan.
Skagen, D., McCollum, B., Morsch, L. & Shokoples, B. (2018). Developing communication
confidence and professional identity in chemistry through international online collaborative learning. Chemistry Education Research and Practice, 19(2), 567-582. https://doi.org/10.1039/C7RP00220C
Skagen, D., McCollum, B., Morsch, L. & Wentzel, M. (2019). “Chemistry is talked about the same
way everywhere”: Global learning through international collaborative learning partnerships. Manuscript in preparation.
Soja, E. W. (1996). Thirdspace journeys to Los Angeles and other real-and-imagined places.
Malden, MA: Blackwell Publishers.
Sundberg, K., Josephson, A., Reeves, S., & Nordquist, J. (2017). Power and resistance: Leading
change in medical education. Studies in Higher Education, 42(3), 445-462. http://dx.doi.org/10.1080/03075079.2015.1052735
Wegner, D. (2011). Transitional writing and “Third Space” learning: Professional writing
students and the work experience. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 23(1). https://doi.org/10.31468/cjsdwr.10
How to Cite
LicenseAuthors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).