Abstract
Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.
Highlights
Establishing social relations and being a member of a group are inherent features in the life of a human being from an early age
The current study focuses on online learning environments that require social interaction as this has become the norm during the COVID-19 pandemic
The results collected from the responses from future pedagogues, educators and teachers in the Interpersonal Competence Questionnaire were quantified, the raw scores were calculated and referred to the T-score scales, and some statistical parameters were calculated
Summary
Establishing social relations and being a member of a group are inherent features in the life of a human being from an early age. The crisis situation of the COVID-19 pandemic has shown that relational ties—the way in which we interact and the ability to adapt flexibly to the changing situation—are very important for many individuals and groups [3]. The issue of social and interpersonal competences related to the establishment of interpersonal relations is widely present in the literature [4,5]. Interpersonal competences for relationship building are crucial for an effective education process. The learning process can consist of self-education, with the student acquiring knowledge by reading text, listening to audio material or watching video material without interpersonal interaction. Information technologies contribute to the development of autodidactism and self-education [6]
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