The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model

In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasiexperimental design for the evaluation of the effects of peer interaction. The objective of the study was to understand the impact of peer interaction and collaborative learning on student self-efficacy beliefs and persistence in a distance education context. The level of peer contacts remained very low. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities group showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that some of them evaluated peer interaction positively.