Exploring University Students’ Experiences and Perceptions of Breakout Rooms in Online Classes

Mariam Farooq; Jay Wilson

doi:10.21432/cjlt28771

Authors

Mariam Farooq University of Saskatchewan https://orcid.org/0000-0002-4196-4522
Jay Wilson University of Saskatchewan https://orcid.org/0000-0002-0454-6380

DOI:

https://doi.org/10.21432/cjlt28771

Keywords:

breakout room, collaborative learning, graduate students, online environment

Abstract

This research focuses on the use of breakout rooms in online classes at a private university in Saskatchewan, Canada. It aims to explore factors that contribute to successful collaborative graduate student learning experiences and identify challenges students face during peer-to-peer interactions in breakout rooms. A qualitative research approach was employed and data were collected through a qualitative survey and focus group discussion. The survey was distributed to graduate students in three unique online courses within the college of education at the university. The findings highlight a variety of breakout room activities, ranging from open-ended discussions to problem-solving exercises facilitated by collaborative tools such as shared documents and Padlet. The students expressed a preference for activities that were simpler and more accessible, which fostered teamwork and facilitated the exchange of ideas among group members. The challenges that students mentioned dealt with the non-availability of written instructions for activities, unequal participation or dominance by group members, and potential conflicts arising from differing opinions. Recommendations include further exploration of innovative tools to enhance virtual collaboration, comparative studies across different academic levels, and investigations into the long-term impacts of breakout room usage on student learning outcomes.

Author Biographies

Mariam Farooq, University of Saskatchewan

Mariam Farooq is a PhD candidate at the University of Saskatchewan in Canada. Mariam has over a decade of teaching experience in South Africa and Pakistan. She specialises in technology-enhanced teaching, curriculum design and assessment, with research interests in educational technology and English for academic and professional purposes. Email: mariam_frq@yahoo.com ORCID: https://orcid.org/0000-0002-4196-4522

Jay Wilson, University of Saskatchewan

Jay Wilson is a professor in the Department of Curriculum Studies and the Principal of the University of Saskatchewan Campus in Prince Albert in Saskatchewan, Canada. Jay teaches in the areas of curriculum, assessment, program evaluation, and technology in teaching. His research focuses on innovative learning design, online teaching, and experiential learning assessment. Email: jay.wilson@usask.ca ORCID: https://orcid.org/0000-0002-0454-6380

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