Factors affecting student-teacher satisfaction with a multi-college online collaborative course


  • Miri Shonfeld Kibbutzim College of Education, Namir Road 149, Tel Aviv‐Yafo, Israel




online collaborative learning (OCL), online learning, teacher education, personal traits, information and communication technology (ICT), qualitative


This study examined the factors that may promote student-teachers’ satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration experience and personality traits. The findings reveal that ICT level, positive experiences with collaborative learning and openness contributed significantly to satisfaction with the collaborative project and accounted for 63% of the variance. Personal traits were found to be mediated by ICT level, and ICT level was in turn mediated by collaborative experience. The results demonstrate the importance of ICT level as a prerequisite for these courses and the significance of preparing the groups and structuring the activities to achieve positive collaborative experiences.

Implications for practice or policy:

  • University stakeholders may build OCL courses in collaboration with other universities.
  • University staff can determine how personality issues and ICT level affect students’ success in OCL courses.
  • Policymakers can better understand the preparation necessary to develop OCL courses.
  • This case can help educators improve their collaborative programs.


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How to Cite

Shonfeld, M. (2021). Factors affecting student-teacher satisfaction with a multi-college online collaborative course. Australasian Journal of Educational Technology, 37(6), 193–205. https://doi.org/10.14742/ajet.6073