Problem-solving dynamics in online peer collaboration

As a highly accessible online platform, the social network site Facebook serves as a learner support network in diverse learning contexts. At large, the network site is introduced to foster peer communication and collaboration, and is to encourage learners to actively participate in the learning process outside of the actual classroom. Learner autonomy, which is ‘characterised by a readiness to take charge of one’s own learning in the service of one’s needs and purposes’(Dam et al. 1990: 102), is considered to be a prerequisite for and an outcome of effective online collaboration. In other words, when learners collaborate through social network sites in an attempt to advance in their learning process, they have to be able to identify learning gaps and set new goals. Since fostering learner autonomy in the context of social network sites has long been overlooked, the present study analysed the communication patterns and educational outcomes of first-year English majors when collaborating with their peers on Facebook. The findings were summarised in a model− based on Ghodrati (2015)− which demonstrates the different steps of online peer collaboration with the purpose of overcoming learning problems.