Online Collaborative Learning Research Articles

Cross-Cultural Perspectives on Online Collaborative Learning in Germany

Purpose: The aim of the study was to investigate the cross-cultural perspectives on online collaborative learning in Germany.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings:  In Germany, online collaborative learning prioritizes structured environments and asynchronous communication to accommodate diverse schedules. Emphasis is placed on clear communication, punctuality, and achieving consensus through respectful dialogue. Educators stress the development of intercultural competence alongside disciplinary knowledge for effective cross-cultural engagement.
 Unique Contribution to Theory, Practice and Policy: Hofstede's cultural dimensions theory, social identity theory & communities of practice theory may be used to anchor future studies on the cross-cultural perspectives on online collaborative learning in Germany. Establish professional development programs that offer continuous training and support for educators to enhance their cultural competence and pedagogical skills in facilitating online collaborative learning. Advocate for the integration of cross-cultural competency standards into teacher education programs and accreditation requirements to ensure that educators are adequately prepared to address the needs of culturally diverse student populations in online collaborative learning environments.

Learning by design: Enhancing online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology

AbstractIn this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topic Teacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactions What this paper adds Introduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technology Finds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects

Online learning and community engagement: Strategies for promoting inclusivity and collaboration in education

In recent years, the proliferation of online learning platforms has transformed the landscape of education, offering unprecedented opportunities for access and flexibility. However, as online learning continues to evolve, ensuring inclusivity and fostering collaboration within virtual communities remains a critical challenge. This review explores strategies aimed at promoting inclusivity and collaboration in online education settings. Firstly, it delves into the significance of creating a supportive online learning environment conducive to diversity. This involves implementing inclusive practices such as accessible course materials, accommodating diverse learning styles, and fostering a culture of respect and empathy among participants. Additionally, leveraging technology to facilitate real-time communication and interaction among learners from diverse backgrounds enhances inclusivity by breaking down geographical and cultural barriers. Secondly, the review examines the pivotal role of community engagement in fostering collaboration and mutual support among online learners. Establishing virtual communities where participants can engage in meaningful discussions, share resources, and collaborate on projects cultivates a sense of belonging and collective ownership of the learning process. Moreover, integrating collaborative learning activities such as group projects and peer reviews promotes active engagement and facilitates the exchange of diverse perspectives. Furthermore, the review highlights the importance of instructor involvement in fostering inclusive and collaborative online learning environments. Educators play a crucial role in designing inclusive curriculum, facilitating meaningful discussions, and providing constructive feedback that acknowledges diverse perspectives. Moreover, equipping instructors with training and resources to effectively manage online communities fosters a supportive learning environment conducive to collaboration and inclusivity. Promoting inclusivity and collaboration in online learning requires a multifaceted approach encompassing inclusive design, community engagement, and instructor support. By implementing these strategies, educators can create enriching online learning experiences that empower learners from diverse backgrounds to thrive and succeed.

Exploring influential factors in peer upvoting within social annotation

AbstractUpvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text‐mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation‐based collaborative reading.Practitioner notesWhat is already known about this topic Social annotations enhance students' reading experience, facilitate knowledge sharing and collaboration, promote high‐quality learning interactions and ultimately lead to improved performance. In social annotation environments, receiving upvotes from peers is not only a type of feedback but also a form of motivation, social interaction and social validation. No study has explored the influential factors in peer upvoting within social annotation‐based learning. What this paper adds This study was the first to examine social annotations through the lens of the community of inquiry framework. We investigated the relationships between students' cognitive and social presence in their annotations and the upvotes they received in an online social annotation environment. Our study revealed the strategies for obtaining upvotes from peers in social annotation‐based learning environments. Implications for practice and/or policy The high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations compared to the low‐upvote group. The two groups of students did not show significant differences in the upvotes they gave to others or in the cognitive activities and positive emotions involved in annotations. The number of annotations was the primary factor predicting the number of upvotes received in the collaborative reading. This study could inform the design of future online social annotation systems to better support collaborative learning and peer interaction.

The effects of visualisation literacy and data storytelling dashboards on teachers’ cognitive load

Learning analytics (LA) dashboards are becoming increasingly available in various learning settings. However, teachers may face challenges in understanding and interpreting the data visualisations presented on those dashboards. In response to this, some LA researchers are incorporating visual cueing techniques, like data storytelling (DS), into LA dashboard design to reduce the data visualisation skills – often referred to as visualisation literacy (VL) – and cognitive effort required by teachers to effectively use dashboards. However, despite the potential of DS principles in simplifying data visualisations, there is limited evidence supporting their effectiveness in actually reducing teachers’ cognitive load. The study presented in this paper addresses this gap by investigating the potential impact of LA dashboards, with and without DS elements, on teachers with varying VL levels. Through a quasi-experimental study involving 23 teachers, we analysed changes in pupil dilation – a proxy for cognitive load – as they examined LA dashboards featuring student data captured while participating in synchronous, online collaborative learning tasks. Our findings suggest DS can reduce cognitive load, particularly for teachers with lower VL. These results provide insight into the effects of DS and VL on teachers’ cognitive load, thereby informing the design of LA dashboards. Implications for practice or policy:• Developers of LA dashboards need to pay more attention to incorporating visual and narrative elements that are easily comprehensible and target-oriented, based on users’ visualisation literacy levels.• Educational providers and LA designers can recommend dashboards with DS elements to teachers with low VL to enhance their work efficiency.

The influence of self- and co-regulation on the community of inquiry for collaborative online learning: an ODeL context

PurposeThis paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.Design/methodology/approachA quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.FindingsThe results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.Research limitations/implicationsThe study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.Practical implicationsHigher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.Originality/valueThis study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

Experiences of face-to-face and online collaborative learning tutorials: A qualitative community of inquiry approach

AbstractThis study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being.

Effects of Different Leadership Styles on Cognitive Engagement in Online Collaborative Learning

The collaborative learning approach as a universal teaching strategy is widely used in online learning. It is proven that the group leader has an important impact on group collaborative knowledge construction in online collaborative learning (OCL). However, limited research is available on how leadership styles influence a group universal teaching strategy is widely used in online learning this study, the authors adopted lag sequential analysis, epistemic network analysis, and social network analysis to explore the influence of divergent and convergent leadership styles on cognitive engagement in OCL groups. Compared with convergent leadership, divergent leadership strengthened online collaborative cognitive engagement through significant organizer and manager roles, triggered high-quality cognitive behavior transformation within the group, and promoted the balanced development of learners' cognitive structure.

Incorporating ABC in physiology education: Active learning, blended learning and curricular changes

Physiology is of central importance in medicine. Teaching the complex physiological frameworks to the current generation of students with the implementation of competency-based medical education (CBME) has become a challenging task. Development of digital technology in educational field during Covid-19 pandemic has made medical educators modify their teaching learning strategies from traditional to blended mode. We offer tips to embrace the three major challenges namely, generational diversity with active learning strategies, technological growth with blended learning, and strategies to implement curricular changes in physiology education. Adult learning principles involve active learning as a crux component. Various simple active teaching strategies that can be adapted for large and small group teaching are highlighted. Blended learning is characterized by self-paced learning, and face-to-face training sessions with online collaborative learning. Simple ways to incorporate the blended mode of teaching strategies with the use of virtual platforms and learning management system (LMS) are described. Further, we discuss the nuances that help to adapt the various curriculum changes brought about by the implementation of CBME. Teaching physiology is an ever-challenging task. With an appropriate mindset, medical educators can turn these challenges into opportunities and make teaching learning a better experience.

A longitudinal examination of language learners’ group-level enjoyment and emotion regulation in online collaborative learning

This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis. The findings indicate that group-level enjoyment fluctuated within each session of online collaborative learning and tended to last longer in later sessions. Furthermore, the participants reported enacting three different types of regulation – namely self-regulation, co-regulation, and socially shared regulation – to achieve and sustain the dynamic evolution of group-level enjoyment in online collaborative learning. Of these, socially shared regulation was the most prevalent overall, and this increased in prevalence with time. The findings also reveal specific emotion regulation processes within these three types, including planning, evaluating, and the use of emojis. The implications of the findings are discussed, and future research directions are provided.

EFL Students’ Voices of Blended Collaborative Learning in Completing Digital End-of-semester Projects

Advances in technology have made it possible to conduct collaborative learning online via the Internet. Blended collaborative learning combines online knowledge with on-site meetings to allow students to complete tasks and projects together in a group. This research aimed to elaborate voices of freshmen EFL students toward blended collaborative learning including perceived benefits, challenges, and how the students overcame the challenges, especially in completing digital comic projects. This phenomenological study was conducted at a private university in Indonesia. A total of 18 students participated in this study. They were interviewed face-to-face to obtain the data. The data were analyzed by qualitative data analysis by preparing the data, coding, and generating themes. The findings indicate the perceived benefits which included academic improvement, social and psychological benefits, and digital technology mastery. Additionally, challenges were found in terms of having different perceptions and ideas, lack of motivation and low responsibility to participate, and digital technology barriers. To tackle the problems, some efforts were made including building effective communication via collaborative tools, distributing various and equal roles, and learning from various sources.

[High interaction potential of online-only courses with breakout sessions-results of apilot study].

The flipped classroom (FC) is nowadays apopular principle of blended student-centered learning. Students first prepare basic knowledge at home and subsequently meet for consolidation and amore in-depth look at acertain topic. During the COVID-19 pandemic, several groups developed approaches to also transform the characteristic FC second session into an online-only format. Herein, we present apilot study on establishing an online-only FC format with elements of collaborative learning and its evaluation by medical students. The FC design related to diseases of the salivary glands was transformed into an online-only event. After studying the basic information online, supported by self-made interactive videos and/or lecture recordings, students met in avideo conference enriched by breakout sessions, interactive demonstration of the related clinical examination including ultrasound, and aformative assessment. Aquestionnaire with 27items was answered by participants to evaluate the concept and the event. Use of common hard- and software systems led to atechnically stable video conference. Atotal of 55students completed the questionnaire and were included into data analysis. During the breakout sessions, lively interaction between participants was observed. The evaluation of both the event itself and the related learning progress showed good results despite the lack of preparation beforehand in 27% of participants. Online-only FC designs can result in high satisfaction. High quality of online preparation, asolid technical platform, accurate time management, and areasonable selection of topics are the main parameters contributing to successful course design. Nowadays, embedding medical imaging can be realized in appropriate quality for educational purposes. The implementation of breakout sessions and voting tools enables collaborative online learning with high levels of interaction and satisfaction for both teachers and students.

Using AI-empowered assessments and personalized recommendations to promote online collaborative learning performance

Using AI-empowered assessments and personalized recommendations to promote online collaborative learning performance

The relationship between emotional interaction and learning engagement in online collaborative learning: Moderated mediating effect

AbstractThe prevalence of collaborative learning in online virtual environments is on the rise. It is vital to investigate the effect of emotional interaction on the learning engagement of students. The university students who participated in 16 h of online collaborative learning responded to an anonymous survey. The instruments included Collaborative Learning Emotional Interaction Scale, Loneliness Scale, Positive and Negative Rumination Scale, and Learning Engagement Scale. The mediating and moderating roles of variables were tested. Both positive and negative emotional interactions in online collaborative learning positively predicted learning engagement. Positive emotional interaction can inversely predict loneliness, while negative emotional interaction has a positive effect on loneliness. Loneliness inversely predicts learning engagement. In the low level of positive rumination, loneliness has a significant inhibitory effect on learning engagement, and the effect is much greater than that in the high level of positive rumination. In online collaborative learning, loneliness mediates the effect of learners' emotional interaction on learning engagement. The level of positive rumination moderated the connection between loneliness and learning engagement, the second part of the mediation model. We can begin by increasing learners' positive rumination and reducing the detrimental impact of negative emotional interaction and isolation on learning engagement in online collaborative learning.

Investigating cognitive engagement patterns in online collaborative learning: a temporal learning analytic study

ABSTRACT Online collaborative learning (OCL) has become a common instructional strategy in higher education for developing students’ skills in collaboration, problem-solving, and critical thinking. Cognitive engagement in OCL evolves dynamically, but we do not yet fully understand which patterns of cognitive engagement are conducive to OCL and when to promote them. This study used entropy analysis, sequential pattern mining, and temporal network analysis to examine the online discourse of 44 college students who participated in three OCL tasks. Results showed that, compared with the low-performance groups, the high-performance groups exhibited patterns of continuous perspective elaboration and low-level regulation, as well as frequent shifts from perspective expression to perspective elaboration. In addition, there were differences in the longitudinal evolution patterns of cognitive engagement between the high- and low- performance groups. These findings have important implications for learning tool design and improving collaborative learning design.

Facial Expression Recognition for Examining Emotional Regulation in Synchronous Online Collaborative Learning

AbstractArtificial intelligence (AI) has been recognised as a promising technology for methodological progress and theoretical advancement in learning sciences. However, there remains few empirical investigations into how AI could be applied in learning sciences research. This study aims to utilize AI facial recognition to inform the learning regulation behaviors in synchronous online collaborative learning environments. By studying groups of university students (N = 36) who participated in their online classes under the COVID-19 social distancing mandates, we strive to understand the interrelation between individual affective states and their collaborative group members. Theoretically underpinned by the socially shared regulation of learning framework, our research features a cutting-edge insight into how learners socially shared regulation in group-based tasks. Findings accentuate fundamental added values of AI application in education, whilst indicating further interesting patterns about student self-regulation in the collaborative learning environment. Implications drawn from the study hold strong potential to provide theoretical and practical contributions to the exploration of AI supportive roles in designing and personalizing learning needs, as well as fathom the motion and multiplicity of collaborative learning modes in higher education.

Perceptions of pre-service teachers while developing a virtual educational escape room (VEER) using online collaborative learning

In this study, we present the insights of pre-service teachers who developed a virtual educational escape room (VEER), using online collaborative learning only. The purpose of the study was to learn how online collaborative learning promotes meaningful learning in pre-service teachers. The research used qualitative paradigm. The students perceived the collaborative learning (CL) as meaningful for them for five main reasons: being active learners, being part of a learning group, the relevance of CL to their professional development, the importance of the product for them, and the feedback they received from pupils in school. The findings reveal that the students were satisfied with the collaborative learning process and were able to create a supportive community that promotes learning.

Integrating Thinking Process Model Technique with Online Collaborative Learning to Promote Programming Logical Thinking

Logical thinking is essential for students learning computer programming, enabling them to analyze problems and design solutions effectively. Flowcharts, a thinking process model technique, are particularly useful for illustrating program processes and fostering logical reasoning. Additionally, transitioning to a collaborative learning environment enhances students’ social skills and motivation through group interactions. This study explored the impact of a novel learning approach that merges the thinking process model with online collaborative learning among 410 university students. It examined how different learning approaches and individual preferences affected their learning achievement and motivation. The findings indicate that learning achievement varied significantly with different learning approaches and individual preferences but showed no significant variance when combining both factors. For learning motivation, significant differences were noted across all dimensions with varying learning approaches, and some dimensions were affected by individual preferences, with no significant change observed across all dimensions when combining learning approaches and individual preferences. The research concludes that incorporating thinking process models and collaborative learning can substantially improve students’ learning outcomes and motivation.

A Collaborative Online Learning Activity (COIL) Between Japan and United States of America on Culture and Language Studies

This paper reports on the outcomes of a Collaborative Online International Learning Activity (COIL), conducted between a Japanese and an American university. Both schools gave their students a total of eight weeks of activity. Sixty students from two institutions participated in this study. During each week, students received various cultural topics to discuss, and students from both schools exchanged opinions on Zoom. The Social Networking Approach (SNA) (“3x3+3”) was used to assess students’ competencies: the three content realms contain (1) linguistic; (2) cultural; and (3) global social domains, and within each of these three domains, three different skills: (i) “Can Understand”; (ii) “Can Do”; (iii) “Can Connect”, that need to be developed in language education. Our findings show that Zoom Talk provided a positive experience for the students by facilitating connectivity among the participants. However, Japanese students were more confident in their “can understand” than “can do” skills whereas the American data was entirely positive, making determination difficult.

Formative Performance Assessment in the Process of Developing Translation Sub-competences

This research paper pertains to the method of student performance evaluation applied to the process of online collaborative learning. The model of evaluation is intended for the developing translation sub-competences and involves the analysis of the team members’ discourse in the process of negotiating meanings, in compliance with Gery Stahl’s claim that discourse constitutes interpretation (2004: 22). The devised individual assessment form encompasses the study of performance of collaborating team members in two dialogic spaces, the content space and the relational space of collaboration (Janssen and Bodemer 2013). The assessment procedure comprises the analysis of the students’ individual achievements as well as their contribution to the team expert knowledge building. The main goal of this research paper is to highlight the regulatory function of the formative performance assessment method for team learning and to indicate the interdependences between the collaborative learning, formative performance assessment as well as the communicative approach to learning, the latter constituting the theoretical framework for this research.