Knowledge Co-construction in Online International Learning: a Study of Collaborative Linear Algebra Problem Solving

This paper investigates collaborative problem solving in the context of an online international experience in higher education. The study aims to examine how students interact while working in mixed international groups on application-oriented linear algebra tasks. Data were collected through students’ responses to individual reflective questionnaires focusing on their perceptions of collaborative learning. The responses were analysed using the adapted Interaction Analysis Model to identify phases of knowledge co-construction. The results show that all phases of the model emerged across all group tasks. Although some differences were observed among groups, the findings suggest that international online collaborative activities can effectively support collaboration in solving applied linear algebra problems.