Online Collaborative Learning Behaviours in Facebook Group Discussions: A Content Analysis of Undergraduate Students
Abstract
Online collaborative learning (OCL) enables students to construct knowledge through sustained interaction in digital environments, yet evidence of how such collaboration is manifested in observable discussion behaviours remains limited. This study investigated undergraduate students’ online collaborative learning behaviours in Facebook group discussions. A single-case study design with quantitative content analysis was employed involving 42 undergraduate students who participated in five structured collaborative learning activities over 14 weeks. A total of 2,455 discussion comments were coded using an adapted online collaborative learning behaviours coding scheme. The findings showed that social behaviours were the most prevalent, accounting for 50.1% of all coded comments, followed by integrated behaviours (36.3%) and cognitive behaviours (13.6%). Group dynamics was the dominant social behaviour, while elaboration consistently emerged as the most frequent integrated behaviour across the five activities. These patterns indicate that Facebook group discussions primarily supported sustained peer interaction, group coordination, and the clarification and expansion of ideas. The study contributes empirical evidence based on authentic online interaction data and demonstrates the value of quantitative content analysis for examining collaborative learning processes. The findings offer practical guidance for designing structured online activities that foster meaningful discussion, knowledge co-construction, and active participation in higher education.
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