Abstract
The purpose of this study is to clarify how college students created and developed their learning in synchronized online media-production class through repeated experiences of collaborative work. Twenty-four students responded to 11 questions on a five-point Likert scale. The data was quantitatively analyzed using one-way analysis of variance. Also, the narratives of selected five students’ interviews were qualitatively analyzed with M-GTA. Results suggest that components of this class, such as "collaboration" and "online" were included in the structure of collaborative learning, which were complexly intertwined with other class components, such as "video production" and "peer evaluation." Moreover, the results indicate that the structure led students to be proactive in their group work. At the same time, students overcame various difficulties in implementing online collaborative work, and deepened their understanding of their "learning collaboratively" on video production.
