Collaborative Learning Theory Research Articles

Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education

AbstractBackgroundLimited research on the effectiveness of additional online and face‐to‐face practise opportunities for promoting active learning among Chinese EFL learners in higher education. Current understanding of self‐regulated and collaborative learning theories in educational contexts.ObjectivesTo establish the efficacy of interactive online and face‐to‐face practise opportunities for enhancing active learning among Chinese EFL learners.MethodsEmployed mixed methods research to assess the impact of different types of practise opportunities on 116 EFL learners. Utilised methodological triangulation of QUAN + QUAL data and one‐way ANOVA for interpretation.Results and conclusionsThe study demonstrated the effectiveness of integrating online and face‐to‐face practise opportunities to enhance active learning. Empirical evidence supports the pedagogical and theoretical benefits of these opportunities for promoting active learning among EFL learners.

EXPERIENCES OF SOUTH AFRICAN ACADEMICS MOVING FROM CONTACT TO EMERGENCY REMOTE TEACHING: LESSONS FOR THE FUTURE

The Covid-19 pandemic disrupted the academic programme of most higher education institutions. To counter this disruption, universities moved from contact to emergency remote teaching. To understand the process of this move, the study explored the experiences of academic staff at a South African university with a transition from contact to emergency remote teaching and the lessons that were learnt for the future. The study was underpinned by Online Collaborative Learning theory (Harasim 2012). A qualitative exploratory case study was conducted to answer the research questions. We generated data from eight academic staff members using focus group discussion and analysed it using an inductive thematic framework. From the analysis, the participants held divergent ideas on digital equity and access to technology, creating online interactive content and teaching modalities, proficiency with the technology and training, limitations with the Learning Management System (LMS) Moodle. The findings indicate the need to prepare academic staff and students for emergency remote teaching before a disruption occurs. The COVID-19 pandemic taught the university that was the research site several lessons about technology-enhanced learning, including the importance of flexibility, technology, student engagement, access and equity, and collaboration. Universities have learned that online learning can be effective but requires careful planning, investment, and ongoing evaluation to ensure success. Importantly, the findings acknowledge that the success of online teaching during the pandemic was influenced by a wide range of factors, including technological infrastructure, pedagogical approach, faculty training and support, student readiness, and the culture of innovation within the community and university.

Sustainability in education through collaborative learning using social media: an exploratory study with moderating role of “knowledge creator” and “knowledge seeker”

Purpose This study aims to examine the impact of social media (SM) on the interactivity among teachers, among students and between students and teachers for sustainable academic performance and for achieving sustainable development (SD) in higher educational institutes. This study also investigates the moderating impact of knowledge creators (KNC) and knowledge seekers (KNS) on the collaborative learning environment using SM. Design/methodology/approach With the help of Vroom’s expectancy motivation theory (1964), collaborative learning theory and other theories, a theoretical model has been developed. This theoretical model has been tested using the structural equation modeling technique with 375 participants taken from different educational institutes. The respondent-–participants were both teachers and students. Findings The study found that SM plays a significant role in achieving SD al goals and enhances collaborative learning activities among teachers and students to improve academic performance to achieve SD in higher educational institutes. Also, the study highlighted that both “knowledge creators” and “knowledge seekers” have effective moderating impact on the linkage between “intention to use SM for knowledge sharing” and “collaborative learning using social media” to achieve SD al goals. Research limitations/implications With the inputs from expectancy-instrumentality-valance theory and collaborative learning theory and existing literature, a theoretical model has been developed conceptually. Later, the model was successfully validated with an overall high explanatory power (72%) of this model. As the sample of the study do not represent a global representation of the population, thus the findings cannot be generalizable. Practical implications This study has provided valuable inputs to the SD practitioners and educational policymakers to formulate appropriate policies that enable SD al activities in higher educational institutes. This study also provides food for thought to the policymakers about the role of KNC and KNS toward the collaborative learning environment in achieving SD al goals in higher educational institutes. Originality/value The theoretical model developed in this study is unique. This study shows how both “knowledge creator” and “knowledge seeker” play a significant role toward collaborative learning and helps to achieve SD in higher learning institutes and improves their performance. The overall predictive power of the model is 72%, which also shows the effectiveness and uniqueness of the proposed model.

Collaborative generative learning activities in immersive virtual reality increase learning

Learning in immersive virtual reality (VR) can be highly motivating, but the perceptual richness and activity can distract students from the core instructional message. Generative learning activities may mitigate some of the limitations of immersive learning by helping learners focus on making sense of the key material. The main aim of this study was to examine whether learners benefit from being prompted to engage in individual or collaborative generative learning activities while immersed in a VR lesson compared to viewing the same lesson with no breaks. High school students (N = 164) viewed a biology lesson adapted for immersive VR about how our cells are structured and function. For the experimental conditions, the lesson was split up into four parts, with a pause after each part where learners summarized the main points and created a virtual representation of a cell; this was performed individually or collaboratively within the VR environment. Based on generative learning theory, we predicted that students engaging in individual and collaborative generative learning activities would display significantly higher posttest scores than the control group. Based on theories of computer-supported collaborative learning, we examined whether the collaborative generative activity group would achieve higher posttest scores than the individual generative activity group. The results showed that adding collaborative generative activities to a VR lesson was more effective at improving learning than adding individual generative activities. These results are consistent with collaborative cognitive load theory and demonstrate the value of adding collaborative generative learning activities to immersive VR lessons.

Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia

During the COVID-19 pandemic across sub-saharan Africa, the sudden closure of schools has interrupted and brought physical learning to a standstill. The rapid transition to emergency remote teaching posed many challenges and required innovative approaches to ensure continuity of teaching through information technology tools in Kenya and Namibia. Online Collaborative Learning (OCL) theory supports an effective teaching strategy for teachers to adopt appropriate technologies and clear educational goals, develop clear instructions for influencing students’ online behavior, prepare and orientate students adequately, and select pertinent discussion topics. The study used a cross-sectional survey of secondary school teachers in both countries. The results show that teachers continued to provide education during the pandemic without proper guidance from the school leadership. Teachers had no knowledge and support in developing appropriate online content, motivating students, and delivering quality teaching. Also, the results show no evidence-based online collaborative learning amongst teachers and/or schools. Similarly, schools lacked knowledge practices and digital resources, especially those in rural settings. The study recommends the improvement of continuing professional development in the respective countries covering aspects of the school vision, leadership, practices of the teaching community, pedagogical approaches, school-level knowledge practices, and increased digital resources.

IoT Technology and Digital Upskilling Framework for Farmers in the Northern Rural Area of Thailand

One-third of Thailand’s workers are in agriculture, but the country’s agricultural GDP is still less than 10% of its total GDP. Most Thai farmers are smallholders with limited land and low incomes. To improve the agricultural GDP and the economic situation of smallholder farmers, the Thai Government has been trying for decades to encourage and support smallholder farmers to adopt modern farming methods and smart farming equipment, including digital technologies. However, the improvement is still sluggish due to a lack of an effective approach to delivering essential digital knowledge and skills, as well as investment support for smart farming equipment. These have hindered smallholder farmers’ digital farming skill progress. To address this issue, the Broadcasting and Telecommunications Research and Development Fund for Public Interest has funded a project to develop the Digital Farmer Development Framework. This framework provides essential digital knowledge, training, coaching, and fundamental resources to upgrade smallholder digital-farming literacy to become digital farmers using problem- or project-based learning approaches and collaborative blended learning theories. Bloom’s taxonomy is used as a guideline for evaluating the framework’s effectiveness. Implementation of the Digital Farmer Development Framework has shown that farmers can significantly improve their digital farming literacy and are capable of using digital technology to improve farm management and productivity. Based on Bloom classification guidelines, 100% of the farms in the project can apply digital skills and utilize fundamental smart farming equipment as well as able to evaluate and analyze data from IoT devices. Moreover, 66% can create their own smart-system solution from fundamental smart farming tools for their farm. The project has also created a digital farmer community that shares knowledge and resources with others.

An analysis of how a collaborative teaching intervention can impact student mental health in a blended learning environment

There is increasing evidence that students face i) mental health challenges, ii) these challenges have increased following the Covid-19 pandemic, and iii) isolation has had a negative impact on student mental health. However, few studies offer practical pedagogical solutions with strategies to enhance student mental wellbeing. In a blended learning environment, during the Covid pandemic, we develop a mental health teaching intervention that promotes collaborative learning (theory) and group cohesion to enhance student mental wellbeing. Using a mixed method approach, questionnaire data (85) provides empirical evidence that a collaborative learning mental health intervention has been successful in promoting student wellbeing. We also provide evidence that seeking help from professionals has an incrementally positive influence on student mental health. The results of this study can therefore be used to inform administrators and educators about student mental health care in normal times, as well as future disaster scenarios.

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Aim: This study examined blended learning and the professional development of student-teachers in the two English-speaking regions of Cameroon, within the context of the socio-political crisis and the COVID-19 pandemic.
 Methods: The argument for this study anchored on Vygotsky’s Social Constructivism Theory, Tchombe’s Mediated Mutual Reciprocity Theory, Harasim’s Online Collaborative Learning Theory, Garrison’s Self-directed Learning Model, and Pavlov’s Classical Conditioning Theory. A cross-sectional survey research design, with a quantitative approach for data collection was used. A sample of 288 student-teachers, derived using two probability (proportionate stratified and simple random) sampling techniques and one non-probability (purposive) sampling technique, participated in this study. A 39-item self-designed structured blended learning questionnaire for student teachers was used to collect data. The data obtained were analyzed using both descriptive and inferential statistics. The Principal Component Analysis and Ordinary Least Squares Regression Model were used to test the specific null hypotheses.
 Results: Findings showed that, teacher-directed learning has a positive but insignificant influence on student-teachers’ professional development (Coef. .0009534; P>t=0.988), distance learning has a negative but significant influence on student-teachers’ professional development (Coef. -.1169*; P>t=0.072), self-directed learning (Coef. .1985***; P>t=0.002 and flipped learning (Coef. .23711***; P>t=0.000) both have a positive and significant influence on student-teachers’ professional development.
 Conclusion: The study conclude that blended learning has a significant influence on the professional development of student teachers in the English-speaking regions of Cameroon.
 Recommendation: The study recommend that the blended learning strategy with relevant objectives and content be provided in the training of student-teachers, as well as the training of teacher-trainers on the didactics of the blended learning model integrating information and communication technologies.

Exploring the Relationship between Participant Role and Collaborative Quality in Online Collaborative Discussions

The exploration of the role concept has become an important perspective for analyzing and promoting computer-supported collaborative learning (CSCL). Understanding the relationships between individual participation roles and collaborative performance is of great significance to the research of collaborative learning theory, pedagogy and technology. However, few empirical studies investigated the individual participation roles in collaborative discussions and the impact of participation role configuration on group performance. Based on the interactive content of learners in collaborative discussions, this research uses machine learning methods to automatically identify learners’ participating roles. Through cluster analysis, five different roles are identified: leader, problem solver, coordinator, marginal learners and learners with difficulties. Furthermore, this research explores the relationships between individual participation roles and group collaboration quality. The results show that groups with different collaboration performances have different role compositions, and the roles of leader, problem solver and coordinator have significant positive effects on collaboration performance. Learners with difficulties have a negative impact on collaboration performance. Combining the research results with the discussion content of the learners, this research conducted an in-depth discussion and analysis of the characteristics of each role, and proposed implications for teaching guidance and researchers.

Towards enhancing teaching and learning computer programming in Saudi Arabia

Globally, numerous students struggle with understanding computer programming, which is one of the most difficult courses in the computer science curriculum as stated in the literature. This is especially true in a diverse learning environment where students come from different disciplinary backgrounds, language skills, and cultures. Hence, to improve on the aforementioned challenges, another research introduces a framework that combines constructivist and collaborative learning theories with a student-centered teaching pedagogy for teaching postgraduate introductory programming classes at Central Queensland University, Australia. However, the framework will not work effectively when teaching computer programming courses to undergraduate students in Saudi Arabia. This is due to geographical differences, study levels, negative emotional issues, and stress affecting students' learning. Such as students' first view that programming is difficult, or the difference between students' and teachers' perspectives on learning (disciplinary backgrounds, language skills, and cultures). Therefore, this paper proposed a student-centered learning and teaching method that combines constructive alignment (consistency), collaborative learning theory (collaboration, conception, and cognition), and bits of Maslow's theory (love/belonging and self-actualization) in a student-centered teaching pedagogy. The research findings reveal that when using the existing method to teach Introduction to Computing-II (Object Oriented Programming in Java) at the University of Hafr Al Batin, Saudi Arabia, only 87.5% of students passed the course, while 12.5% failed. However, when using the proposed method 95.2% of the students passed the course, while only 4.8% failed. Thus, the proposed method clearly shows significant improvement, with the failure rate reducing from 12.5% to only 4.8%.

Teachers Experiences on Remote Learning During the Covid-19 Period

The World Health Organization (WHO) declared Covid-19 a global pandemic in March 2020, and warned about its highly contagious nature. Throughout the first quarter of 2020 many governments closed their schools temporarily in response to COVID-19 spread where more than 1.5 billion enrolled students of all ages from all around the globe experienced interruption of education. This aimed at reducing the chances of humans infecting each other with Covid-19, especially in places humans interact closely including educational institutions. This paper explores the experiences of the teachers on remote learning during the covid-19 period in four counties in Kenya gathered through a survey conducted in February 2021, collecting data by administering both open and closed ended questionnaire. The objectives of this study were to establish: availability of digital infrastructure for remote learning; the digital teaching and learning resources used by teachers in remote learning and teachers digital pedagogical skills necessary for remote learning. Distance education and online collaborative learning theories are discussed. A total of 116 teachers in both primary and secondary schools in Kenya responded to a questionnaire consisting of both quantitative and qualitative questions, with qualitative data analysed thematically and quantitative data with descriptive statistics. The result indicates that the teachers faced technological and pedagogical challenges teaching through remote learning. This study is intended to provide an early contribution to the understanding of teachers experiences in remote learning during the pandemic, an historical documentation, a point of reference for similar studies in the future and, hopefully, a first step towards collective reflection on possible avenues of development for our educational system build on informed policy decision making.

Writing Research in Status Quo: Senior High Students’ Lived Experiences

Writing research is one of the most tedious academic tasks. The study aimed to determine students lived experiences in terms of the difficulties faced and coping mechanisms in writing research. Ten (10) participants were purposively selected for the study. Maslows motivation theory and Collaborative learning theory were the foundation theories of the study. A phenomenological research design and Collaizis data analysis (Gumarang Jr. et al., 2021) were utilized to obtain the result of the study. Researchers collected data through a semi-structured questionnaire via google forms, virtual focus group discussion, and observation notes. Researchers gathered information using a semi-structured questionnaire administered via google forms, a virtual focus group discussion, and observation notes. The findings revealed that the difficulties encountered were relevant research dilemmas, unamenable behavior of members, scarcity of time, and insufficient academic assistance in learning. Additionally, coping mechanisms include seeking academic assistance, autodidact behavior, time efficacy, and self-acceptance. The study findings enable the education sector to provide interventions for students to improve the quality of their research writing by attending enhancement programs, training, and webinars.

Study from Home! The Antecedents and Consequences of Collaborative Learning on Malaysian University Students

Aim/Purpose: Drawing on transactional distance theory (TDT) and collaborative learning, this research proposes a research model to examine the role of collaborative learning during the COVID-19 pandemic. It investigates the potential antecedents that influence students’ academic achievements, autonomy, and satisfaction with online learning platforms. Background: The coronavirus (COVID-19) epidemic devastating the world has shaken the global educational system; such a transformation compelled all educational institutes to utilize online learning platforms. Malaysian higher educational institutions were greatly concerned by this disease and faced considerable transformations that affected higher education learners. Additionally, the campus closure and movement regulations impacted traditional education. Thus, the Malaysian Government ordered students at higher education institutions to return to their hometowns and continue their studies through online learning. Therefore, online learning was the most reasonable alternative to resume the learning process. Furthermore, in the educational world, collaborative learning is pivotal to forming students’ interpersonal skills. Collaborative learning practice is working in pairs or small groups to attain the learning objectives collaboratively. Collaborative learning refers to the process of acquiring knowledge in a collaborative setting as opposed to alone. Since the instructor and students are in separate locations, it is challenging for the teacher to facilitate collaborative learning. Methodology: This study utilized a quantitative method; purposive sampling was implemented, and the data were collected from 260 university students, both undergraduate and postgraduate, as long as they were affected by the COVID-19 pandemic in Malaysia. The questionnaire for this research was designed to fit the research hypothesis. The items of the questionnaire have been adapted to certify the content’s validity. The collected data were analyzed using Smart PLS software, which has been utilized as an essential data analysis tool. Contribution: This research contributes to: (1) a better understanding of the importance of communication and connection among students-students and teachers in online learning environments, as the results suggest that the more communication between students, teachers, and the environment itself, the greater the academic achievements, learners’ autonomy, and satisfaction; and (2) the role of both collaborative learning and TDT on learners’ academic achievements, autonomy, and satisfaction. Findings: This study advances by incorporating TDT and collaborative learning theories. This research model illustrates six main factors in online learning platforms that enhance students’ academic achievements, autonomy, and satisfaction through collaborative learning. The results showed a strong association between TDT and collaborative learning regarding the online learning platforms’ utilization for improving academic achievements, learners’ autonomy, and satisfaction. Recommendations for Practitioners: This model provided exceptional support to students during this sudden switch to online alternatives and helped them cope with the considerable challenges they faced under the current circumstances. Moreover, this model provides a guideline for higher education teachers and administrators for coping with online learning platforms. Recommendation for Researchers: Drawing on the association between TDT and collaborative learning regarding the utilization of online learning platforms for improving academic achievements, learners’ autonomy, and learner satisfaction, the research result presents a road map for researchers in the field of online learning. Accordingly, researchers are encouraged to utilize these theories, as they can lead to improvements among online learners in higher education institutions. Impact on Society: This preliminary model, which was developed throughout this research, will be a great support to both researchers and instructors to be able to utilize and elaborate in accordance with the role of online platforms on students’ satisfaction, autonomy, and academic achievements. It is critical for higher education administrators to pay more attention to the nature of communication between students and student instructors, which has been shown to have a positive influence on their academic achievements, to implement online learning. Moreover, instructors and course developers must be trained and skilled to achieve online learning platform goals. Future Research: Future research could include more information about blended learning environments and their relationship to the technology acceptance model as an online learning model. Researchers may extend the model used in this study.

Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads

The goal of this paper is to bring new insights to the study of social learning processes by designing measures of collaboration using high-frequency sensor data. More specifically, we are interested in understanding the interplay between moments of collaboration and cooperation, which is an understudied area of research. We collected a multimodal dataset during a collaborative learning activity typical of makerspaces: learning how to program a robot. Pairs of participants were introduced to computational thinking concepts using a block-based environment. Mobile eye-trackers, physiological wristbands, and motion sensors captured their behavior and social interactions. In this paper, we analyze the eye-tracking data to capture participants’ tendency to synchronize their visual attention. This paper provides three contributions: (1) we use an emerging methodology (mobile dual eye-tracking) to capture joint visual attention in a co-located setting and replicate findings that show how levels of joint visual attention are positively correlated with collaboration quality; (2) we qualitatively analyzed the co-occurrence of verbal activity and joint visual attention in low and high performing groups to better understand moments of collaboration and cooperation; (3) inspired by the qualitative observations and theories of collaborative learning, we designed a new quantitative measure that captures cycles of collaborative and cooperative work. Compared to simple measures of joint visual attention, we found it to increase correlation coefficients with learning and collaboration scores. We discuss those results and describe how advances in analyzing sensor data can contribute to theories of collaboration. We conclude with implications for capturing students’ interactions in co-located spaces using Multimodal Learning Analytics (MMLA).

Learning through Online Engagement Amidst Covid-19 Pandemic: Exploring Students’ Perceptions, Opportunities and Challenges

This study aims at exploring how M Ed English (Master of Education) students perceive online learning amidst the COVID-19 pandemic. The study has adopted online collaborative learning theory (OCL) as a theoretical stance for the study and employed a qualitative research design as a research method. Six M Ed students have been purposively selected as research participants, who were learning English in online environment during the COVID-19 pandemic. They were selected from two TU affiliated campuses located in Rupandehi district. In order to collect the data, a semi-structured interview technique has been used. The study uncovers that M Ed English students perceive online learning as an alternative way of learning during pandemic situation. It further depicts that through online learning, students improve their language skills, collaborative practices, and digital literacy. Besides these, the study demonstrates that inadequate skills of ICT in teachers and students, lack of internet and smart digital gadgets, learning anxiety, lack of peace zone at home are some challenges in online learning. The study contributes to the students’ understanding of learning through online mode.

ВИКОРИСТАННЯ АВТЕНТИЧНИХ МАТЕРІАЛІВ ЯК ЗАСІБ МІЖКУЛЬТУРНОЇ КОМПНТЕНЦІЇ СТУДЕНТІВ

This article is devoted to the problem of formation of students’ cultural competence. The authors consider the study of English through the prism of cultural competence, since the study of language and culture are closely related to each other. The paper also describes a few techniques which encourage the development of intercultural competence proposed in some studies, in particular, the comparative approach. Special attention is paid to possible ways of motivating students with different backgrounds and levels of knowledge to integrate into a cohesive and productive classroom, as well as the importance of theory of collaborative learning is noted. What’s more, some causes which can seriously affect students’ speech are described, e.g. indifference of their interlocutors, no matter, it is real or perceived. On the other hand, as long as students are supposed to speak openly, they are prone to expressing their thoughts more freely, what makes it easier for them to overcome shyness, which contributes to a more free assimilation of the language. Teachers can encourage students to participate in authentic personally meaningful, language learning sessions in case they allow learners to suggest topics for discussions, choose materials, and present these issues in class. Teaching students to share their points of view, lecturers promote a socially and culturally engaged autonomy.When a contemporary social and cultural context are provided, students have the opportunity to control and assess their own learning process and become a part of the language community. In addition, the article presents various options for using authentic materials in the classroom.

Designing flipped learning in initial teacher education: The experiences of two teacher educators

The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change. Implications for practice or policy: Teacher educators may need to reconsider learning design for online and hybrid environments. Universities may need to be more open to student-centred pedagogies such as flipped learning. Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.

A review of the ESL/EFL learners’ gains from online peer feedback on English writing

Peer feedback is essential in writing English as a Second/Foreign Language (ESL/EFL). Traditionally, offline PF was more widely favored but nowadays online peer feedback (OPF) has become frequent in ESL/EFL learners' daily writing. This study is undertaken to probe into the gains of using OPF in ESL/EFL writing on the basis of 37 research articles published in core journals from 2012 till 2022. In order to accurately cover the previous researches, we capitalize on three methods to evaluate and analyze the data, i.e., database search, citation search and manual search. Results show that from the perspective of the ESL/EFL learners' gains, the OPF is basically divided into two categories (cognitive OPF and affective OPF), involving eight aspects in all: face-based strategies, revision-based comments, writing performance, learning environment, reflection/critical thinking/responsibility, writing emotion, motivation, and attitudes; and OPF can be well supported by a set of theories like Process-oriented Writing Theory, Collaborative Learning Theory, Interactionist Theory of L2 Acquisition and Vygotsky's sociocultural theory. By comparison, the gains from OPF outperform those from offline PF in many dimensions (e.g., face-based strategies), despite some overlaps (e.g., the shift of the role) that were revealed in several investigations. Based on the past studies, we propose some pedagogical implications on OPF from ESL/EFL writing, including accenting the "student-centered" teaching strategy, providing students with OPF on the basis of incremental knowledge, adopting OPF regularly in ESL/EFL writing activities to shape personalities and outlooks and putting OPF into its full play with recourse to abundant internet-based vehicles. This review is desired to provide a guideline for both the peer feedback practice and the upcoming scholarly researches with respect to EFL/ESL writing.

Performance expectancy of E-learning on higher institutions of education under uncertain conditions: Indonesia context.

Performance expectancy is the expected impact of a technology’s functional advantage even in uncertain conditions. This study suggests that the learning collaboration quality, information quality, and course content support impact the actual use of e-learning and satisfaction perceived by the user, resulting in performance expectancy that meets stakeholder expectations. This study outlines the theoretical model for defining student success in e-learning systems through a theory of online collaborative learning. The research examines the empirical data gathered from 109 postgraduate doctoral students’ participated in the postgraduate universities in Indonesia. The research attempts to focus specifically on how the actual use of e-learning and satisfaction perceived by users mediates the influence of learning collaboration quality, information quality, and course content support on performance expectancy to enhance the sustainability and performance of e-learning in Indonesian universities. The study shows that the learning collaboration quality, information quality, and course content support have no impact on performance expectancy, while each of the constructs indirectly impacts the performance expectancy through the actual use of e-learning. Conversely, the learning collaboration quality and course content support have not indirectly influenced toward performance expectancy by satisfaction perceived by the user as mediator except the information quality.

Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study

The COVID-19 pandemic has highlighted the importance of students’ information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students’ sustainable development in the post-pandemic era. However, STEAM education in China’s K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools.