Co-Learning as a New Model of Learning in a Digital Environment: Learning Effectiveness and Collaboration

Zhi-Qin Liu,Nataliia Davydova,Evgenij Dorozhkin,Nadezhda Sadovnikova

doi:10.3991/ijet.v15i13.14667

Abstract

During the last decade, co-learning techniques have been widely used for the formation of an effective open society. Co-learning allows increasing the skills of social adaptation and joint work of representatives of inhomogeneous groups. The purpose of this study was to determine educational effectiveness, as well as danger, the effectiveness of the digital environment in developing social skills and achieving learning quality in a new generation. The study was conducted in the form of a survey among 60 students from Gulin Tourism University and Mos-cow State Pedagogical University; they were divided into two groups, the meth-ods of cooperative and collaborative co-education with immersion in a digital en-vironment were used. A control group consisted of at least 30 students. The real effectiveness of training was tested both by the solution of task and by independ-ent testing that was obtained in the process of solving. A separate survey was conducted to establish a subjective assessment by students of the social skills and interaction. The survey was conducted according to the methods that have been developed over the past 6 years by different groups of researchers. Consequently, it was found out that co-learning technologies do not influence the quality of training and the assimilation, and students immersed in a digital environment showed even better results. The number of students with most correct answers for the test was 46.67% and 23.33% in study groups, and only 10% – in control group. Generally, the results of a subjective assessment of social skills coincides with similar data obtained by other researchers and shows an improvement of collaboration in inhomogeneous groups, slighter leadership in common problems solving, and very low conflict indicators. Generally, the results of a subjective as-sessment of social skills coincides with similar data obtained by other researchers and shows an improvement of collaboration in inhomogeneous groups, slighter leadership in common problems solving, and very low conflict indicators.

Highlights

Co-learning methods are becoming more widespread both in higher school, as well as secondary and elementary, and have become very popular in the process of exchanging information in private companies [1,2,3]
The dominance of the teacher and the principle of transmitting information from him to students as passive receivers is ineffective in the modern world, in which the significance of individual sources of information is leveled in the digital environment
The study confirmed the hypothesis that the quality of knowledge acquisition in groups with collaborative and cooperative co-training is higher than in the control group

Summary

Introduction

Co-learning methods are becoming more widespread both in higher school, as well as secondary and elementary, and have become very popular in the process of exchanging information in private companies [1,2,3]. More and more often, any community, among schoolchildren, students, and workers, has an inhomogeneous nature [3,4,5,6]. They come across representatives of different races, religious groups, nationalities and mentalities. There is a need to create a learning environment where participants of different social, religious, ethnic groups have the opportunity to interact with each other for common goals and for the common good. In the process of co-learning, the material studied, or rather, in this case, “extracted” by students or schoolchildren, receives much higher value [10,11]

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Discussion

Conclusion