Multi-dimensional trust between partners for international online collaborative learning in the Third Space

Authors

  • Brett McCollum Mount Royal University http://orcid.org/0000-0003-2219-0637
  • Layne Morsch University of Illinois - Springfield
  • Chantz Pinder University of Illinois - Springfield
  • Isaiah Ripley Augsburg University
  • Darlene Skagen Mount Royal University
  • Michael Wentzel Augsburg University

DOI:

https://doi.org/10.15173/ijsap.v3i1.3730

Keywords:

collaboration, chemistry, online learning, students as partners, trust, third space

Abstract

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.

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Published

2019-05-07

How to Cite

McCollum, B., Morsch, L., Pinder, C., Ripley, I., Skagen, D., & Wentzel, M. (2019). Multi-dimensional trust between partners for international online collaborative learning in the Third Space. International Journal for Students as Partners, 3(1), 50–59. https://doi.org/10.15173/ijsap.v3i1.3730

Issue

Vol. 3 No. 1 (2019)

Section

Special Section: Third Space and Partnership

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