Online Cooperative Learning Research Articles

Examining Teachers’ Computational Thinking Skills, Collaborative Learning, and Creativity Within the Framework of Sustainable Education

This study seeks to explore the relationship between science teachers’ computational thinking skills, collaborative learning attitudes, and their creativity in the context of sustainable education. The study adopted an explanatory sequential design, which is one of the designs used in mixed-method research. A total of 369 science teachers were included in the quantitative phase of the study. Quantitative data were collected using three different scales. These scales included the “Computational Thinking Scale”, “Online Cooperative Learning Attitude Scale (OCLAS)”, and “Creative Self-Efficacy Scale”. Structural Equation Modelling (SEM), confirmatory factor analysis, and path analysis were conducted to analyze the quantitative data. The qualitative phase of the study consisted of nine science teachers. Data were collected with a semi-structured interview form by considering the scores obtained from the scales. Qualitative data were analyzed through descriptive analysis. It was found that science teachers’ computational thinking skills and collaborative learning attitudes significantly predicted their creativity within the framework of sustainable education. As a result of the interviews conducted, it was concluded that science teachers lacked computational thinking skills. It is critical to provide teachers with guidance on how to integrate computational thinking skills into their subject areas. Science teachers’ knowledge of computational thinking skills can be enhanced, and computational thinking skills can be included in all teacher education programs.

A Study on the Effectiveness of Online Cooperative Learning Application for University Music Students

A Study on the Effectiveness of Online Cooperative Learning Application for University Music Students

Retraction Note: Online task scheduling and English online cooperative learning based on 5G mobile communication network

Retraction Note: Online task scheduling and English online cooperative learning based on 5G mobile communication network

The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) and the Motivated Strategies for Learning Questionnaire (MSLQ). According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers’ scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers’ education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude

Investigation of the effect of group cohesion, group atmosphere, transactive memory system, and social interaction space on online cooperative learning attitude

Effects of Online Cooperative Learning (OCL) Student Teams Achievement Division (STAD) Method to the Motivation, Self – efficacy, And Academic Achievement of Students in Science 10

This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04). Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy

Description of Five Essential Elements towards Online Cooperative Learning in English for Nursing Students

Cooperative Learning (CL) develops many essential elements, including positive interdependence, individual accountability, social skills, group processing and face-to-face interaction among students in their respective groups. In connection with this question, this study aims to describe the appearance of five essential elements in Online-Cooperative-Learning (OCL). This research is a quantitative descriptive study, where a Likert scale questionnaire investigates the occurrence of the five basic elements of OCL among 109 samples of nursing students who have participated in OCL in English for Specific Purposes (ESP). This study employs univariate analysis, describing the percentage occurrence of these five OCL elements. The univariate analysis results show that these five essential elements of CL significantly appeared in online learning. Positive interdependence in OCL groups appeared at 83%, interpersonal competence successfully emerged in OCL at 85%, individual accountability emerged at 83%, and OCL group processing appeared at 84%, shaping students to adapt to "critical" conditions. Meanwhile, face-to-face promotive interaction at 76% formed positive strong bonds within the group to overcome challenges that arose during online learning. These findings indicate that OCL can provide access to building the five basic elements of CL, making OCL highly relevant for use in ESP learning for nursing students.

Cooperative Online Learning for Multiagent System Control via Gaussian Processes With Event-Triggered Mechanism.

In the realm of the cooperative control of multiagent systems (MASs) with unknown dynamics, Gaussian process (GP) regression is widely used to infer the uncertainties due to its modeling flexibility of nonlinear functions and the existence of a theoretical prediction error bound. Online learning, which involves incorporating newly acquired training data into GP models, promises to improve control performance by enhancing predictions during the operation. Therefore, this article investigates the online cooperative learning algorithm for MAS control. Moreover, an event-triggered data selection mechanism, inspired by the analysis of a centralized event-trigger (CET), is introduced to reduce the model update frequency and enhance the data efficiency. With the proposed learning-based control, the practical convergence of the MAS is validated with guaranteed tracking performance via the Lyapunov theory. Furthermore, the exclusion of the Zeno behavior for individual agents is shown. Finally, the effectiveness of the proposed event-triggered online learning method is demonstrated in simulations.

Asynchrony and promotive interaction in online cooperative learning

The positive effects of cooperative learning are well-documented in face-to-face environments, but its efficacy in asynchronous online environments remains unclear. Recent experimental research suggests that in comparing face-to-face and synchronous versions of cooperative learning, motivation, achievement, and cooperative perceptions, all decrease under asynchronous online conditions, which raises questions about how and why this occurs. The purpose of this study was to clarify this issue by testing whether asynchrony promotive interaction and moderates the association between cooperative goals and cooperative outcomes, using a repeated-measures experimental–control design. Results indicate that asynchrony affects promotive interaction in a way that disrupts the processes that occur in cooperative learning. Notably, the academic support component of promotive interaction was more susceptible to the effects of asynchrony, as it decreased among asynchronous students over time, particularly among those reporting above-average levels of cooperation, belonging, and positive emotion.

A Study of Learning Achievement Using a Flipped-Classroom Model Combined with Online Cooperative Learning in Soil Mechanics Laboratory

The objectives of this research were (1) to assess the appropriateness, (2) to study the learning achievement, and (3) to study the satisfaction of learners of the flipped-classroom model combined with online cooperative learning in the Soil Mechanics Laboratory. The research sample are 56 students enrolled in Soil Mechanics Laboratory, semester 1/2021, Civil Engineering and Education Program; Department of Teacher Training in Civil Engineering; Faculty of Technical Education; King Mongkut’s University of Technology North Bangkok. There were five experts in content and another 10 in education. The tools used in the research were online lessons and a learning achievement test. Another tool included a student satisfaction questionnaire with a flipped-classroom model combined with online cooperative learning. The statistics used in the research were percentage, mean, and standard deviation. The results showed (1) the overall suitability of the flipped-classroom model combined with online cooperative learning was at a high level of 4.30/5.00, (2) the overall mean exercise/quiz scores (E1/E2) of learning achievement with a flipped-classroom model combined with online cooperative learning were 85.18/81.01 (100), and (3) the overall learner satisfaction with the flipped-classroom model combined with online cooperative learning was at the highest level of 4.56/5.00.

RETRACTED ARTICLE: Online task scheduling and English online cooperative learning based on 5G mobile communication network

RETRACTED ARTICLE: Online task scheduling and English online cooperative learning based on 5G mobile communication network

Perceptions of online cooperative learning by health science students

Perceptions of online cooperative learning by health science students

Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners

This study examines university students' foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language (EFL) were assigned into experimental (n = 49) and control groups (n = 49). Both groups completed a short-form foreign language enjoyment (FLE) scale before and after a 3-month intervention. The students in the experimental group were assigned with tasks that needed to be accomplished by teamwork. Moreover, each team was also requested to reflect upon their cooperation experiences and to self-assess their performance of these tasks. The results show that the overall FLE of the experimental group increased remarkably, whereas that of the control group fluctuated considerably. Furthermore, analyses of experimental group students' self-appraisal comments revealed that students with pleasant cooperation experiences usually experience high FLE, give satisfactory marks on their performance, and feel confident about achieving better FL performance in the future. The findings and implications provide meaningful insights into how online FLE can be boosted through CL so as to promote positive mental health of students in a technology-assisted language learning (TALL) context.

University students’ online cooperative learning attitudes and its relationship with course achievement

This study attempts to examine the effect of online cooperative teaching on students' attitudes towards online cooperative learning (OCLAS) and the relationship between OCLAS and course achievement. Besides, students' views on online collaborative practice were taken. The study was conducted with the 3rd year pre-service teachers who were studying at the primary school mathematics teaching program of a state university in Türkiye and who received the "algebra teaching" course during the spring term of the 2020-2021 academic year. Having the nested mixed method design, quantitative data were collected through use of a one-group pretest-posttest quasi-experimental design and correlational design. The findings revealed no statistically significant difference across the students' attitudes towards online cooperative learning after the implementation. In addition, the interviews conducted with students who had different attitude levels indicated that all of the students took certain advantages of the implementation and that they found the Google tools (docs, slides, forms, spreadsheet) used in group work convenient and useful for collaboration. The findings also suggested no significant relationship between the students’ achievement in the Algebra Teaching Achievement Test and their attitudes towards online cooperative learning.

Jigsaw strategy: strengthening achievement and interest in mathematics among elementary pre-service teachers

Mathematics is considered one of the most challenging courses for many elementary pre-service teachers (EPTs). In hopes for improvement, teacher educators have been incorporating a jigsaw strategy to equip future teachers with the necessary competencies. Hence, the study aimed to determine the effectiveness of the jigsaw strategy with EPTs’ level of mathematics achievement and interest in an online cooperative learning environment. The research utilized a pre-experimental design with 40 participants. The researchers used pretest and posttest questions covering fraction operations and a mathematics interest questionnaire before and after the intervention. With the implementation of the jigsaw strategy, results showed that the EPTs’ mathematics achievement improved while their interest in mathematics improved to some extent. Likewise, a significant difference between the pre-and post-intervention concerning the EPTs’ mathematics achievement and interest in mathematics was found. Furthermore, correlation analysis revealed that study time is negatively related to mathematics achievement, as is the overall level of interest in mathematics. These findings imply that a jigsaw strategy is a useful tool in teaching mathematics online. However, several modifications may be considered to recognize that the EPTs’ interest in mathematics varies from one person to another. Teacher education institutions are encouraged to apply this strategy not only for EPTs to increase their mathematical know-hows but also to serve as an example for them to employ in their future teaching careers.

Effects of Online Cooperative Learning on Students' Problem-Solving Ability and Learning Satisfaction.

As technology changes, it is becoming more common in education for students to acquire knowledge from sources other than just their teachers. In the face of a diverse student background, teachers have to make adjustments in their instruction so that students do not simply listen. Student-based educational philosophy aims to combine instructional methods with cooperative learning to allow students to change from passive learning to active knowledge construction, reinduce students’ learning motivation and passion, and enhance students’ self-learning effectiveness. Focusing on college students in Fujian Province as the research sample, 360 copies of a questionnaire were distributed for this study. After deducting invalid and incomplete ones, 298 copies remained, with a retrieval rate 83%. The research results showed significantly positive correlations between online cooperative learning and problem-solving ability, problem-solving ability and learning satisfaction, and online cooperative learning and learning satisfaction. According to the results, it is expected, in the digital era, to integrate information technology into the teaching environment and focus on learning objectives to create teaching software with a user-friendly interface, simple operation, learning process recording, and an interactive learning community in the teaching-learning process to develop the characteristics and effectiveness of digital teaching and learning.

EXPLORING BENEFITS AND CHALLENGES OF USING BLACKBOARD COLLABORATE AS A REMOTE LEARNING TOOL AMONG QASSIM UNIVERSITY EFL INTENSIVE COURSE PROGRAM STUDENTS DURING COVID-19 PANDEMIC

Due to the outbreak of COVID-19 pandemic, using Blackboard platform as a learning tool has dramatically increased in Saudi universities. Still, learners lack effective knowledge of using Blackboard platform. Accordingly, there is a pressing need to concentrate on using Blackboard platform during the COVID-19 pandemic to improve learning outcomes. Therefore, this study was conducted to explore the benefits and challenges of using Blackboard Collaborate as a learning tool by EFL ICP students during the COVID-19 pandemic. Focus group interviews were used to collect data from a purposive sample of 15 Saudi male ICP students who took part willingly in this study. Inductive thematic analysis was used to analyze the interview data. The findings showed that using Blackboard Collaborate as a learning tool can help the students enhance online cooperative learning, flexible learning in a variety of ways other than traditional classes, having access to a wide range of information for academic purposes and ability to use technology effectively. Additionally, the findings showed that the challenges faced by ICP students include insufficient technical knowledge and training, limited and poor internet connection, inability to upload and download large size files and problems with logging in password. It was intended that this research would be useful to all higher education institutions stakeholders in general. However, with only a few participants, this study was limited to EFL ICP students at Qassim University. Further research may use a quantitative or mixed-method approach to provide generalizable results.

Learning first principles theories under digital divide: Effects of virtual cooperative approach on the motivation of learning

Studies revealed that existing lockdowns due to COVID-19 across developing countries resulted in education access inequalities and challenges. Closure of schools and higher education institutions have forced educators to deliver courses and assessments distantly as an immediate countermeasure against threats on the academic progression of students. Specifically, students marginalized by digital divides were found to have less satisfaction in learning experiences under this emergency online learning method. For students with science and engineering background, it is a challenge to learn first principles theories in the online environment which could affect their learning motivation level. This paper presents the implementation of online cooperative learning in the course Material and Energy Balance which covered the fundamental principles of Chemical Engineering. The impact of virtual cooperative learning approach to reduce the loss of motivation due to digital divide was investigated. Firstly, it was found that most of the students, from different backgrounds of digital access, experienced a drop in motivation at the start of emergency online learning. Secondly, when virtual cooperative learning was implemented, an increase in students’ motivation at both sides of the digital divide was observed. The implications concerning provisions to design an all-inclusive online learning environment are also presented. We found that the incorporation of cooperative learning approach could contribute towards alleviating the drop in motivation, especially for the digitally disadvantaged students. We hope that the findings from this study could compel instructors or education practitioners to rethink and redesign the online teaching and learning activities to enable a more inclusive emergency online learning environment for digitally disadvantaged students.

Local-Culture-Based Materials in Online Cooperative Learning: Improving Reading Achievement in Indonesian Context

The use of Cooperative Learning (CL) has attracted a great attention in the field. The aim of this study was to examine the effectiveness of CL in question along with local-culture-based materials toward students’ reading achievement. To achieve this goal, mixed method research design was employed incorporating cluster-random sampling technique of the third- grade- college students as the population. Post-test and interview were carried out to get the data which then were respectively analyzed statically and content analysis. The findings demonstrated that online Cooperative Learning (CL) along with local-culture-based materials was of benefit for better students’ reading achievement. This occurred as the pupils have good knowledge background to understand the texts in classroom activities. More importantly, students’ ability in predicting the idea of the text was better. To add the two essential features of CL, positive interdependence and individual accountability, text familiarity that so-called local-based-culture is demanded in implementing the online CL. In this respect, being cooperative does not solely guarantee successful learning. Content and text- familiarity are important to cope with.

Evaluation Methods of Interactive Effects of Collaborative English Learning in Colleges in Online Environment

The rapid development of modern teaching information technology, especially the application of modern information technology, represented by multimedia technology and Internet information technology in education, makes collaborative learning (CL) in an online environment more critical, and its evaluation issues are more prominent. This article aims to study the interactive effect of the evaluation method of college English CL in the online environment. This paper mainly analyzes the composition of cooperative learning, the effect evaluation function of online cooperative learning, the elements of interactive design, and other teaching activities on learning. Combining the experimental method and the questionnaire survey method, a class of non-English majors in a university is selected as the research object. All students perform English CL in an online environment, and we finally analyze the interactive effects of students’ CL based on the data obtained from pretests and questionnaires. The experimental results show that the interaction of teachers and students through the CL of online platforms has become closer.