Date of Award

Spring 2026

Language

English

Embargo Period

5-5-2028

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Theory and Practice

Program

Curriculum and Instruction

First Advisor

Dr. Peter Shea

Committee Members

Dr. Reza Feyzi Behnagh, Dr. Jianwei Zhang

Keywords

Online learning, computer-supported collaborative learning (CSCL), adult learners, collaboration scripts, higher education, Online Technology

Subject Categories

Curriculum and Instruction | Educational Methods | Educational Technology | Higher Education | Online and Distance Education

Abstract

Collaborative learning works well across all age groups but is particularly useful for adult learners who can collaborate using their life experiences and knowledge in a Computer Supported Collaborative Learning (CSCL) environment rather than in a didactic model. However, despite the pedagogical advantages of collaborative learning and collaboration being recognized as the key component of adult education, the existence of anonymity in asynchronous online learning mode makes it easier for students to withdraw or participate minimally in online settings. The purpose of the present study is to see the effect of guided collaboration through CSCL tools, mainly the Collaboration Scripts (CS), on the quantity and quality of collaboration in an online course for adult learners. Collaboration Scripts are structured instructions guiding the students or participants on how to interact with one another during collaborative learning activities.  This study used an experimental design with a mixed method approach to analyze students’ participation in online discussion forums in two online undergraduate course sections, giving script treatment to only one section. The other factors like subject, semester, instructor, modality, learning platform were kept same to isolate the effect of script on collaboration.

The study also analyzed the effect of script treatment on improved self-regulation in online learning for adult learners. Using a logic model framework, the study determined the ‘Direct Effect’ of Collaboration Scripting on interaction of the adult students in an online course and a ‘Mediated Effect’ of Scripting on learning and performance via self-regulation.

The quantitative and qualitative findings of the study showed a consistent positive impact of collaboration scripting on learners’ quantity as well as quality of interactions and the internalization of scripting led to self- regulated learning. The findings of the study show that learners gradually internalized the guidance, strategies, and knowledge from external collaboration scripts into their cognitive structures and used it for regulating their participation and learning.

The research study contributes to the growing empirical literature in CSCL by making a unique conceptual contribution of designing ‘Optimal Script’ structure to engage adult learners in an online learning environment.

License

This work is licensed under the University at Albany Standard Author Agreement.

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Available for download on Friday, May 05, 2028

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