Beyond Tech-Fluent Generations: Investigating Cross-Generational Technology Adoption Patterns in Collaborative Online Learning Spaces

Successful online collaboration demands coordination among all the group members. This can be achieved through socially shared regulation of learning. Most studies deal with social shared regulation focusing on collective individual regulations during collaboration and absence of one of these processes would affect mathematical problem solving during collaborative learning. This study contributes to the emerging research on social shared regulation in collaborative learning where collaborative groups are analyzed as the unit of analysis. Participants include 21 students who are learning mathematics at a vocational training institution in an online collaborative learning setting. Students' discussion scripts were collected and analyzed to identify the group strategies to regulate learning during solving Mathematics problem based on a coding scheme. Preliminary findings indicated that content-monitoring, content-evaluation and task-planning were the most frequent applied regulation strategies during online collaborative learning. Online collaborative learning results in socially shared regulation in groups however co-occurrence of self-, co- and shared regulation in online collaborative learning varies in relation to the type of regulation strategies implemented by the group. Future study should investigate on the ways to encourage all forms of regulation to co-occur during online collaborative learning. Also, investigation on the quality of socially shared regulation (based on acquisition of mathematical knowledge and content of discussion) during online collaborative learning in relation to group learning performances should be carried out.

This is a copy of the author 's final draft version of an article published in the journal World wide web: internet and web information systems\n\t\t\t\t The final publication is available at Springer via\n\t\t\t\t http://dx.doi.org/10.1007/s11280-014-0320-2

This study investigates the factors influencing the adoption of digital health technologies among consumers, with a focus on how technology acceptance mediates the relationship between digital health adoption and usage behavior. The study aims to enrich the understanding of digital health usage patterns, particularly in the Egyptian context. A cross-sectional survey was conducted with 394 participants from three Egyptian governorates: Cairo, Giza, and Alexandria. Data were collected through a combination of paper-based and online questionnaires, targeting individuals with varying levels of interaction with digital health technologies. The survey employed a five-point Likert scale to assess digital health adoption, technology acceptance, and usage behavior. Data were analyzed using SmartPLS software, employing PLS-SEM for hypothesis testing.The results indicate a significant positive relationship between the adoption of digital health technologies and both technology acceptance and usage behavior. Moreover, technology acceptance was found to mediate the relationship between digital health adoption and usage behavior, underscoring its critical role in the effective utilization of digital health tools.This research extends existing theories such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) by examining how technology acceptance moderates the adoption and usage behavior of digital health technologies. It contributes to the limited literature on digital health adoption in developing countries, particularly in Egypt, offering valuable insights for healthcare providers, policymakers, and technology developers aiming to improve digital health engagement.

This scoping review summarizes studies on passive participation in collaborative online learning activities that used computer-mediated communication tools in school settings. A total of 42 articles spanning about 20 years were explored. ERIC and three main journal indexes from Web of Science were used to locate articles. For each year searched, there were only one to five studies that investigated passive participation, indicating that not many researchers have examined this topic in general. Most studies used mixed methods and were conducted in higher education settings in asynchronous online discussions. Three terms have been used to discuss the notion of passive participation: lurking for read-only behavior, legitimate peripheral participation for low contribution, and free riding for no contribution. Studies on passive participation have mainly explored four topical areas: motivational factors and reasons, participation types and behavioral patterns, effect on learning outcomes, and pedagogical strategies for de-lurking. Most studies have investigated passive participation as one of the behavior patterns among various types of participation. A few studies have solely examined read-only behaviors. The notion of passive participation varies among researchers and should therefore be redefined. Overall, there have been few studies on the topic of passive participation and those that have been conducted reveal some inconsistencies in their findings, indicating the topic requires further investigation. Future studies on this topic are urgently needed due to the forced shift to online courses precipitated by the pandemic. While instructors are also responsible for supporting their learners in this unprecedented context, researchers should investigate ways to help instructors better understand passive participants and encourage active learner participation in collaborative online learning space.

Risky business or sharing the load? – Social flow in collaborative mobile learning

As online courses become increasingly common, we must ensure that the students in the virtual classroom experience a nurturing sense of community. Feelings of community increase information flow, cooperation, available support, and a sense of commitment towards group goals. Many studies have explored the significance of sense of community and collaborative learning activities in an online learning environment. The aim of this study, however, was to find a relationship between student attitude toward online collaborative learning and their sense of community in an online environment. Using a correlational study, the relationship between students’ sense of community and their attitude toward online collaborative learning was determined. Collaboration and sense of community were moderately correlated, whereas, Pearson’s product-moment correlational coefficient was, r(198)=0.672, p<0.01. As collaboration increased, students’ sense of community increased proportionally. Moreover, it was also noticed that the degree of correlation between sense of community and collaborative learning was higher among graduate students when compared to that of undergraduate students. Furthermore, a higher degree of correlation also existed between a positive attitude towards collaborative learning and the dimensions of sense of community when compared to that between a negative attitude towards collaborative learning and sense of community. The findings in this study will aid educators and instructional designers to rethink the design of their online courses to incorporate elements of collaborative learning and

Purpose The results from previous studies have shown that collaborative online studies are a popular trend selected by many students. This study aims to collect students’ inputs and reflections on the impacts of personality on the use of online collaborative platforms in higher education in Vietnam. Design/methodology/approach This study used Statistical Package for Social Scientists to collect data through survey questionnaires from 458 students in Hanoi to identify the impact of extroverted personality and agreeable calculation in the Vietnamese university context. It examined how extroversion and agreeableness affect collaborative learning performance on synchronous and asynchronous online platforms. Findings Findings from this study show that students have a better experience and motivation in learning via online collaborative platforms. However, students’ preference for face-to-face learning has the most obvious impacts. Extroversion and pleasantness have a positive but heterogeneous impact on both online collaborative learning and in face-to-face forms. Practical implications The leaders in the Vietnamese public universities might select the option of synchronous online collaborative teaching and learning when physical teaching and/or learning is impossible or geographically limited. While students’ confidence increases in online collaborative learning, their preference for face-to-face learning remains positive. Originality/value The findings from this study significantly support students and public universities in Vietnam in choosing synchronous online collaborative teaching and training in conditions where face-to-face teaching and learning cannot be carried out or are limited. However, it is also important to note that individual differences related to personality traits can have a certain impact on performance during collaborative learning.

Online collaborative learning is implemented extensively in higher education. Nevertheless, it remains challenging to help learners achieve high-level group performance, knowledge elaboration, and socially shared regulation in online collaborative learning. To cope with these challenges, this study proposes and evaluates a novel automated assessment and feedback approach that is based on knowledge graph and artificial intelligence technologies. Following a quasi-experimental design, we assigned a total of 108 college students into two conditions: an experimental group that participated in online collaborative learning and received automated assessment and feedback from the tool, and a control group that participated in the same collaborative learning activities without automated assessment and feedback. Analyses of quantitative and qualitative data indicated that the introduced automated assessment and feedback significantly promoted group performance, knowledge elaboration, and socially shared regulation of collaborative learning. The proposed knowledge graph-based automated assessment and feedback approach shows promise in providing a valuable tool for researchers and practitioners to support online collaborative learning.

Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.

With the rapid adoption of online learning spaces since the advent of COVID-19, more and more calls are being made in higher education to move from emergency remote teaching and learning to appropriate online education. Although much has been written about the designing of online learning from both a technological and pedagogical perspective, limited contemporary literature is available to understand the complexity of interdisciplinary collaborative online learning. This limitation is investigated in this paper that reports on the first iteration of a Design-Based Research (DBR) study. Within this iteration, a qualitative exploratory research design that applies an inductive approach between researchers from Information Systems (IS) and Urban Planning (URP) is discussed. The aim was to develop design principles for interdisciplinary collaborative online learning spaces. This paper reports on the data generated during a semester-long, inter-institutional, interdisciplinary student project that was embedded in co-creating social digital innovations for pressing environmental problems faced by marginalised communities in Cape Town, South Africa. The participants for this study are 38 Honours degree IS students and 22 Advanced Diploma URP students (N=60). Participants, individually and in groups, completed a total of three reflective structured questionnaires using Google Forms during the semester that generated the dataset for this paper. The theoretical framing that underpins this research study is sociomateriality. The attraction to sociomateriality is its ability to not merely shift attention from the human to the non-human but rather a focus on entanglements and the interrelated nature of components that constitute the learning space. This focus on entanglements is needed for an understanding of the complexities associated with interdisciplinary collaborative online learning. Engaging this complex learning space through the data has revealed four design principles namely: (1) creating immersive context-sensitive learning experiences, (2) designing opportunities to collaboratively (co)-construct knowledge, (3) focusing on the intra-action of socio-technical and socio-cultural entanglements and (4) foregrounding relationality as a tool to foster agency. It is argued in this paper that the aforementioned design principles are necessary for developing interdisciplinary collaborative online learning spaces that afford students a complex learning experience. Complex learning is considered fundamental in developing abilities in students to appropriately respond to the myriad 21st-century societal challenges that await.

Generational cohorts’ social media acceptance as a delivery tool in sub-Sahara Africa motorcycle industry: The role of cohort technical know-how in technology acceptance

Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students’ learning experiences and academic performance in the online environments. However, few empirical studies have examined instructors’ perspectives on instructional strategies that promote cross-cultural collaboration in online classrooms, specifically, instructional strategies that instructors use to promote educational success of diverse learners in online environments. Drawing on collaborative online learning theory, this study analyzed qualitative interview data and online activities of 40 online instructors from two universities. Results showed the following themes; (a) instructional strategies that facilitate cross-cultural collaborative online learning, (b) challenges of teaching diverse learners in online learning, and (c) designing cross-cultural collaborative online framework for instructors. Findings suggested that most instructors lacked the knowledge and skills in addressing the needs of diverse learners in the online learning environments regarding their ability to recognize students’ cultural differences and incorporate multicultural reading resources in course contents to meet the needs of diverse students. Thus, the need to design a framework will broaden instructors’ understanding and promote cross-cultural collaboration in online teaching to help meet the needs of diverse students in online learning environments.KEYWORDS: Cross-cultural collaborative learning, culturally diverse learners, collaborative learning activities, instructional strategies, Collaboration in online learning

Online collaborative active learning has the potential for empowering students to work in teams and enhance their development of collaborative working skills. These are essential skills to foster and develop in the current digital era, where an increased reliance on remote workforce and virtual teams is changing the nature and context of work and the working life landscape. Therefore, learning to work collaboratively needs to be a key learning outcome in undergraduate courses. This chapter presents three online collaborative active learning (CAL) strategies used in large classrooms. It outlines the importance of scaffolding in facilitating familiarity and the steppingstones to online collaborative active learning. Scaffolding enabled the understanding and appreciation of the alignment of CAL with the course learning outcomes, facilitated students’ understanding of the lessons and empowered them to achieve the lessons learning outcomes. The authors would like to acknowledge the collaboration and practical support of Abbey Tan, PhD candidate at Monash University, in implementing the online CAL in this course.

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.