The purpose of this study is to investigate the role of collabaration tools such as Teambox utilization in teaching and learning. This study is an action research with mixed design methodology in which both quantitative and qualitative data collection methods were utilized to thoroughly analyze utilization of Teambox. Quantitative data were collected through a questionnaire about utilization of collaboration tools. The qualitative data were collected through both individual interviews and activities on Teambox. The quantitative data analysis consisted of descriptive statistics. Coding schemes were used to convert qualitative data into quantitative data. The study, used Teambox to communicate and share documents related to the course, was conducted in a private university in Ankara, Turkey with 63 participants in a senior course that does not have regular face to face lectures. Maximum variation sampling was employed in selecting 10 students for interview.

The result of this study examined the advantages and disadvantages of using collaboration tool in a course and both students and instructors perception about utilization of collaboration tool. With the help of the study results, factors to design more effective and collaborative learning environments will be clarified. One of the important factors that determine the academic success of learner is the level of involvement in academic activities. This study will also examine if there is a relationship between students involvement to Teambox and student academic success. Students’ involvement in collaboration tool, Teambox, can be considered as a form of involvement. Teambox is a web-based collaboration tool, it is a hyper-growth platform of Saas applications for collaboration, file sharing and task management. Astin’s Involvement Theory is used to connect students’ involvement in collaboration tool and students’ academic success.

Digital tools represent new ways for participation, engagement, and collaboration. According to Lomas, Burke and Page (2008), collaboration is “the action of working with one or more other people to produce or create something". Lomas, Burke and Page (2008) also stated that collaboration have becoming synonymous with effective scholarship and collegiality. One of the essential points of collaboration is that there has to be the transition of knowledge among the group members, and usually this data transfer process is being followed by learning (Lomas, Burke & Page, 2008). By means of such digital devices individuals can share their ideas and reaction to facilitate a better understanding and to create collaborative environment for teaching and learning. Academicians and researchers are examining elements of blogs, wikis, social media, and video games into the classroom. Increasingly, social medias are serving as trust filters for teachers and students, and digital content recommended by one’s friends and acquaintances encourage web users to access particular content. However, social networks have problems in sharing and storing some types of documents such as text. Educators can make use of these networks to engage students and help them learn important skills and concepts. All those references prove that collaboration tools are powerful and useful assets for education.

Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Personnel (Originally published July 1984), Vol: 40, No: 5, pp. 518-529. Lomas, Cyprien, Micheal Burke, and Carie L. Page (2008)"Collaboration Tools." Educause Learning Initiative.65(2)pp.1-11. Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining the qualitative and quantitative approaches. Thousand Oaks, CA:Sage.