Collaborative learning via Web 2.0 tools in adult education: predicting learner satisfaction by off-task interaction and social feedback

Learner interaction is a crucial prerequisite for successful learning with Web 2.0. Active participation and learner-centred approaches represent a paradigm shift (from instructional learning to explorative learning), allowing for social and group dynamics that affect learner satisfaction. In the present paper, we compare the content of interaction between learners for two runs of the same course (in which learners collaborated via Web 2.0 tools) that were evaluated differently in terms of learner satisfaction. Textual content generated within the courses was subjected to discourse analysis. Analysis categories were tone and topic of the interaction, use of emoticons and different forms of social feedback. In the more satisfying course, the interaction was more positive, more focused on off-task interaction and there was more social feedback between learners, suggesting these aspects might be important predictors for learner satisfaction. Implications for teachers of Web 2.0 courses as well as for future research are discussed.