Collaborative learning in online business education: Evidence from a field experiment
Abstract Although online business degrees and student enrollments have increased, course quality and outcomes remain a challenge. We designed a collaborative learning activity at a large public university involving student produced materials in an online managerial economics class. The activity included two parts: student production of a problem solving video and rating of peer work. Students were randomly sorted across identical class sections with and without the new activity. The findings based on final exam scores show that peer learning provides a positive impact on overall learning, and the activity also improves knowledge with respect to the topic of the video made.