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Mixed-methods analysis of interviews, surveys, and student-written reflections identified barriers across course pedagogy or chemistry concepts, social interactions, and technology. Findings were triangulated with additional data sources. Students overcame most barriers, showing real-world problem-solving and strong resiliency. Persistent barriers were addressed through faculty revisions to course design and implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/overcoming-barriers-for-implementing-international-online-collaborative-assignments-in-chemistry/595923/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/overcoming-barriers-for-implementing-international-online-collaborative-assignments-in-chemistry/595923.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were the international online collaborative assignments implemented?","Question",{"text":112,"@type":113},"Organic chemistry students from two universities connected as learning partners using video conferencing software to complete six online collaborative assignments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What categories of barriers did the study identify?",{"text":117,"@type":113},"Barriers were described in terms of course pedagogy or chemistry concepts, social interactions, and technology.",{"name":119,"@type":110,"acceptedAnswer":120},"How were persistent barriers addressed?",{"text":121,"@type":113},"Persistent barriers were identified and resolved by faculty through revisions to the course design and implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595923,1792189334,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 10 | Issue 1 | Article 6 |\n| --- | --- |\n| Spring 5-31-2019\u003Cbr>Overcoming Barriers for Implementing International Online Collaborative Assignments in Chemistry\u003Cbr>Brett McCollum\u003Cbr>Mount Royal University, [bmccollum@mtroyal.ca](bmccollum@mtroyal.ca)[ ](bmccollum@mtroyal.ca)Layne Morsch\u003Cbr>University of Illinois-Springfield, [lmorsc1@uis.edu](lmorsc1@uis.edu)[ ](lmorsc1@uis.edu)Brandon Shokoples\u003Cbr>Mount Royal University, [bshok169@mtroyal.ca](bshok169@mtroyal.ca)[ ](bshok169@mtroyal.ca)Darlene Skagen\u003Cbr>Mount Royal University, [dskag902@mtroyal.ca](dskag902@mtroyal.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.1.8004](https://doi.org/10.5206/cjsotl-rcacea.2019.1.8004) |  |\n\nRecommended Citation  \nMcCollum, B., Morsch, L., Shokoples, B., & Skagen, D. (2019). Overcoming barriers for implementing international online collaborative assignments in chemistry. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). [https://doi.org/10.5206/cjsotl](https://doi.org/10.5206/cjsotl)rcacea.2019.10.8004  \nOvercoming Barriers for Implementing International Online Collaborative Assignments in Chemistry  \nAbstract  \nOrganic chemistry students at two universities, one in Canada and the other in the United States, connected using video conferencing software as learning partners for six online collaborative assignments. Mixed-methods analysis of interviews, surveys, and student-written reflections was used to identify barriers that students encountered during the international online collaborative assignments. Students described the barriers of their experience with online collaborative assignments in terms of course pedagogy or chemistry concepts, social interactions, and technology. Results were compared and supported by additional data sources. Students were successful at overcoming most barriers, demonstrating real-world problem-solving and a high degree of resiliency. Persistent barriers were identified and resolved by faculty through revisions to design and implementation.  \nLes étudiants de chimie organique de deux universités, l’une au Canada et l’autre aux États-Unis, ont communiqué les uns avec les autres en tant que partenaires d’apprentissage grâce à un logiciel devidéoconférence pour six travaux collaboratifs en ligne. Des analyses à méthodes mixtes d’entrevues, d’enquêtes et de réflexions rédigées par les étudiants ont été employées pour identifier les obstacles que rencontrent les étudiants quand ils participent à des travaux collaboratifs internationaux en ligne. Les étudiants ont décrit les obstacles rencontrés lors de leur expérience avec les travaux collaboratifsen ligne en termes de pédagogie du cours ou de concepts de chimie, d’interactions sociales et de technologie. Les résultats ont été comparés et soutenus par d’autres sources de données. Les étudiantsont réussi à surmonter la plupart des obstacles, ce qui démontre qu’ils ont été capables de résoudredes problèmes dans le monde réel avec un niveau élevé de résilience. Des obstacles persistants ont été identifiés et résolus par les professeurs qui ont révisé le concept du cours et sa mise en oeuvre.  \nKeywords  \norganic chemistry, collaborative/cooperative learning, communication, chemical education research, international, distance, online, blended, disciplinary language  \nCover Page Footnote  \nThank you to Cameron Egler, Tonda Chasteen, and Lauren VanderWal for their contributions to this project. Funding was provided to McCollum by the Petro-Canada Young Innovator Fund and a Mount Royal University Internal Research Grant. Funding was provided to Morsch by a UIS College of Liberal Arts and Sciences Scholarship Enhancement Grant, Charles V. Evans Research Grant, UIS Center for Online Learning Research and Service Faculty Fellows program.  \nThis research paper/rapport de rec","cbCaicUBjK93W9sD","https://ap.wps.com/l/cbCaicUBjK93W9sD","pdf",289550,22,"English","# Abstract\n## Study design and collaboration setup\n## Identified barriers\n## Results and faculty resolutions","[{\"question\":\"How were the international online collaborative assignments implemented?\",\"answer\":\"Organic chemistry students from two universities connected as learning partners using video conferencing software to complete six online collaborative assignments.\"},{\"question\":\"What categories of barriers did the study identify?\",\"answer\":\"Barriers were described in terms of course pedagogy or chemistry concepts, social interactions, and technology.\"},{\"question\":\"How were persistent barriers addressed?\",\"answer\":\"Persistent barriers were identified and resolved by faculty through revisions to the course design and implementation.\"}]","Overcoming Barriers for Implementing International Online Collaborative Assignments in Chemistry | PDF",1792082119,55]