Student Collaborative Learning Research Articles

A participatory lens to enhance collaborative learning among university students in rural South Africa

Collaborative learning has been recognised as a highly effective approach to enhancing critical thinking, problem-solving, and overall academic performance. However, rural university students face unique challenges that may hinder their participation and engagement in collaborative learning activities. This gap may subsequently affect their learning effectiveness, leading to poor academic performance. Therefore, this study explores the challenges faced by rurally located university students in collaborative learning and strategies to enhance their participation. The study is underpinned by social learning theory and framed within a transformative paradigm using a qualitative research approach. Participatory Research was employed as a research design to provide inclusive opportunities for participants to be actively involved in the process of finding solutions to their problems. Focus group discussions were conducted to elicit information from 10 randomly selected rural university students enrolled in a particular module at a selected university in the Eastern Cape province. Thematic analysis was utilised to analyse the data. The results indicate that the main challenges faced by rural university students in collaborative learning include limited access to resources and technology, conflicting time schedules, and the unavailability of students. In contrast, providing adequate access to resources and technology, along with social and institutional support, is essential for enhancing collaborative learning among students in rural universities. In conclusion, promoting collaborative learning among rural university students requires universities to invest in adequate resources, implement flexible learning schedules, and create supportive learning environments.

Enhancing academic integrity among students in GenAI Era:A holistic framework

The introduction of Artificial Intelligence (AI), specifically Generative AI (GenAI), has significantly transformed the higher education landscape. Despite the opportunities GenAI offers to students, they pose significant challenges for academic integrity. Thus, it is crucial for higher education institutions (HEI) to balance the use of GenAI for enhancing the learning experience of students with its ethical and responsible use in their educational journey. The present study proposes a comprehensive academic integrity framework focusing on three key stakeholders: students, educators, and institutions. We propose eight strategies ranging from collaborative learning for students to developing a comprehensive GenAI policy for institutions in maintaining academic integrity among students in HEI. Furthermore, we identified four challenges, namely financial, strategic, operational, and cultural, in the implementing a comprehensive academic integrity framework in the GenAI era. This study offers significant insights for HEI to maintain academic integrity among students in the GenAI era.

Symposium 2: DIGIFLEX - from flexible and digital courses to an overall networked learning perspective on digital course design

The digital two-way communication that society expects today can be said to blur the boundaries between the universities and the surrounding society. As the campus becomes more of an open network, the gap between formal and informal learning narrows. One can see a shift towards a perspective of lifelong learning with a more social and global perspective. Seen in that perspective, higher education has a greater value for people, than just specific skills or a specific degree. How people in society interact with various groups and organizations on social media also demonstrates this development and it challenges how we traditionally view learning. It also affects how the university conducts course design. Students and educators have come to expect the use of new digital tools. Many of these tools contribute to interaction between educators and students in collaborative learning. In a societal perspective we see a two-way exchange of meanings and needs, which makes it possible to create solutions that neither the university nor organizations in society could have adopted on their own. The focus of this paper is the course design process of a commissioned education course, DIGIFLEX. The practice meanings from students, colleagues and a reference group are referred to as feedback loops. These feedback loops continuously drove the course design and development forward and clearly indicated the need for an adaption to a more societal context. The design process is described via three stages and two feedback loops. The first stage focused on finding a modern digital design with lots of audiovisual elements for short and flexible courses. In the first feedback loop, we gained inspiration via a learning technology conference, which led to sessions with reverse brainstorming where the project group further challenged the standard norm for course design. In step two, the pilot course was implemented with the new elements generated from the first feedback loop. We received support from a reference group with expertise in networked learning and the students evaluated the course. Our findings show a need for more dialogue and informal structure as complement to the existing digital course design. This insight was confirmed by the experiences and lessons learned from distance education during the pandemic. There is a need for a networked learning perspective in this kind of digital course design. More frequent reconciliations, evaluations of needs and expectations from the surrounding society is important for the success of similar projects in the future.

Performance of mathematics students using video learning in flipped and flipped collaborative learning settings

Due to rapid technological advancement that continues to permeate almost all facets of the education sector, video learning has been explored to enhance performance, but most researchers do not incorporate flipped classroom in mathematical videos, which affects the teaching and learning of the subject in Nigeria. This study checked the effectiveness of video learning in flipped and flipped collaborative classroom on mathematics students’ achievement and retention. Using a randomized controlled trial with repeated measures approach, 70 senior secondary school students were purposively sampled from two private secondary schools in Gombe State, Nigeria, out of which they were randomly assigned into two experimental groups: video learning flipped classroom and video learning flipped collaborative classroom (VLFCC). Data was obtained using a 30-item mathematics achievement test, which was validated and pilot-tested (r=0.93). Results were computed using descriptive statistics and two-way mixed design repeated measures analysis of variance. Findings revealed that while the students’ within subject performance improved tremendously in the post-test after the four-week treatment, the students in VLFCC performed better in both achievement (F<sub>[1, 69]</sub>=1,576.362, p=0.000, effect size of (η<sub>p</sub><sup>2</sup>)<sup> </sup>of<sup> </sup>0.954) and retention (F<sub>[1, 69]</sub>=114. 119, p=0.000, with an effect size (η<sub>p</sub><sup>2</sup>) of 0.785. The finding has some implications for it exposes mathematics teachers, researchers, and policy makers to the credence of deploying video learning in flipped collaborative classroom to improve students’ performance by engaging students in collaborative learning in addition to watching pre-class videos, where students discuss in small groups in order to learn through observation, imitation, repetition and behavior modeling, thus making them to learn at their pace in order to construct their own knowledge.

Collaborative Learning Integrated Pancasila Profile Based on Cultural Diversity to Improve Critical Thinking Ability

Critical thinking is the ability to analyze, interpret and evaluate information objectively and rationally needed in the 21st century to face future challenges through innovative approaches in order to take advantage of opportunities in the digital and global era. Critical thinking skills at the elementary school level are still low and need to be improved through collaborative learning according to the implementation of the independent curriculum. The profile of Pancasila students is the skills that Indonesian students must have based on the noble values of Pancasila. This study aims to test the application of collaborative learning integrated with the Pancasila student profile based on cultural diversity with the Project Based Learning learning method to improve critical thinking skills. This study uses quantitative research pre-experiment method of one group pretest-posttest design. The subjects of this study involved 18 grade 4 students who were divided into small groups and calculated using the N-Gain test. The N-Gain test is a measuring technique to determine the effectiveness of a treatment before and after learning. The results of this study found the overall average N-Gain results showed moderate criteria between 0.3≤g≤0.7 and quite effective at a percentage between 56-75. Another result of this study, by doing collaborative learning students can become peer tutors and innovate to complete projects given by teachers from the development of an independent curriculum integrated with the Pancasila learner profile. Therefore, collaborative learning integrated with the Pancasila learner profile is concluded to improve critical thinking skills.

STUDI KASUS KETERAMPILAN SOSIAL: KOMUNIKASI SISWA DALAM PEMBELAJARAN KOOPERATIF DAN KOLABORATIF

Abstract: This study examines the differences in students' communication skills between cooperative and collaborative learning at SMPN 24 Malang, Indonesia. The study uses a qualitative method with a case study approach to explore how students' communication skills are manifested in real learning situations. Data were collected through in-depth interviews and direct observation, then analyzed using a descriptive qualitative method. The findings indicate that students in collaborative learning tend to be more open and active in communication, while those in cooperative learning are more passive and experience limitations in communication skills. Factors influencing communication skills include self-confidence, motivation, personal relationships, and perceptions of other group members. The study suggests that teachers should alternate between cooperative and collaborative approaches and assist students in overcoming negative perceptions that may hinder communication skills within the group

The scaffolding role of native speaker mentors in an online community of foreign language learners

ABSTRACT Providing foreign language students with opportunities to engage in meaningful and purposeful communication and culturally authentic interaction with peers and native speakers is critical to successful second language acquisition and the development of intercultural competence . This paper describes research that investigated how selected native speaker mentors supported foreign language university students as they completed authentic collaborative tasks in an online community of learners. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and with their assigned mentors through online resources provided in the course website. Data were collected and analysed through multi-data sources including online interactions, forum posts and individual and focus group interviews with mentors and students. Findings suggest that native speaker mentors actively supported students’ learning and provided effective scaffolding across a number of domains. The paper concludes with specific recommendations to guide mentors and language educators in the process of assisting student collaborative learning.

Development of a student intervarsity interprofessional healthcare team challenge to promote collaboration and teamwork

This curricular report describes the development and evaluation of an intervarsity competition entitled the All-Ireland Interprofessional Healthcare Challenge (AIPEC). Students from eight universities across the Republic of Ireland and Northern Ireland take part in this extracurricular event on an annual basis. In this manuscript, we report on the development of the case and on the findings of a student evaluation of the event following the 2022 event using the Assessment of the Interprofessional Team Collaboration Scale for Students (AITCS-II student version). Of the 34 students who participated in AIPEC 2022, responses were obtained from 24 (70.6 % response rate). Student feedback was overwhelmingly positive including positive agreement in all four AITCS-II subscales (partnership, coordination, cooperation and teamworking). Free text comments further endorse the event as a positive, collaborative student learning opportunity. In conclusion, our experience has shown the AIPEC to be a beneficial learning experience for students, with clear benefits in developing clinical knowledge and attitudes towards collaborative practice and teamworking.

A comprehensive study to facilitate Student Space platform with collaborative learning

The Student Space Virtual Study Groups Platform is a groundbreaking solution designed to transform collaborative learning for students, addressing challenges in forming and sustaining study groups. This online platform integrates advanced technology to create a user-friendly environment, featuring an intuitive interface, dynamic group formation with smart algorithms, real-time collaboration through video conferencing and document editing, centralized resource sharing, and smart scheduling tools. Student Space aims to overcome the limitations of traditional study groups, offering an inclusive and adaptable virtual space for students to connect, collaborate, and excel academically. Anticipated impacts include improved academic performance and the creation of a vibrant academic community. Ongoing enhancements, such as integration with Learning Management Systems, a mobile app for on-the-go collaboration, and improved AI-driven matching algorithms, are planned for the future.

From learning optimization to learner flourishing: Reimagining AI in Education at the Institute for Student‐AI Teaming (iSAT)

AbstractThe Institute for Student‐AI Teaming (iSAT) addresses the foundational question: how to promote deep conceptual learning via rich socio‐collaborative learning experiences for all students?—a question that is ripe for AI‐based facilitation and has the potential to transform classrooms. We advance research in speech, computer vision, human‐agent teaming, computer‐supported collaborative learning, expansive co‐design, and the science of broadening participation to design and study next generation AI technologies (called AI Partners) embedded in student collaborative learning teams in coordination with teachers. Our institute ascribes to theoretical perspectives that aim to create a normative environment of widespread engagement through responsible design of technology, curriculum, and pedagogy in partnership with K–12 educators, racially diverse students, parents, and other community members.

Enhancing collaborative learning in psychoeducation through social network analysis

Abstract Social network opens up a practical new path for psychoeducation and, with the help of a multimedia mobile terminal’s network, text sentiment analysis for students’ mental health problem revelation and constructing corresponding psychoeducation model. Based on the above viewpoint, this paper proposes a semi-supervised learning method for sentiment analysis using graphs. Specifically, a graph-based semi-supervised learning classifier is constructed using the “Weibo-Weibo” relationship graph. At the same time, social network and text similarity relationships are combined. A link between annotated and unannotated texts was established, and an optimization algorithm was used to solve the model, revealing the psychological problems of students under the emotional texts of social networks, thus constructing a corresponding “four-in-one” mental health education model, which enhances the collaborative learning of students and the four major organizations in psychoeducation. The accuracy, accuracy, recall, and F1 value are outperformed by the model in this paper by 2.44%, 2.11%, 1.45%, and 2.34%, respectively. The eight questions designed around the three dimensions of collaborative learning situation, learning effectiveness, and four-in-one teaching model were highly rated by students. The four-in-one teaching model that utilizes social network sentiment analysis effectively enhances students’ collaborative learning and improves their ability to solve psychoeducation’s difficulties.

Analysis of the relationship between students’ argumentation and chemical representational ability: a case study of hybrid learning oriented in the environmental chemistry course

Abstract Engaging students in collaborative learning fosters the expression of ideas, deepens understanding, and hones argumentation skills. Argumentation is pivotal, and instructors should facilitate opportunities for its practice. In the study on an environmental chemistry course, class conversations were recorded to analyze students’ contributions to online learning. Participants shared opinions, raised objections, and built on others’ answers. The instructor played a crucial role in harmonizing collaboration and guiding comprehensive argumentation. The study found claims and data as the most basic and common elements of argumentation. However, more complex components like rebuttal and backing warrants often need instructor intervention. While claims and data typically relied on one form of representation, such as macroscopic or symbolic, warrants demanded multiple dimensions, predominantly symbolic and submicroscopic. Toulmin’s arguments and Mahaffy’s tetrahedral ability of chemical representation were used for analysis. The findings highlighted that argumentation skills and chemical representation are intertwined, with certain argumentative components calling for specific representational dimensions. Collaborative online learning, thus, can enhance student participation and multifaceted skill development.

Digital Competencies in Collaborative Learning of Students in a Public University in Lima

Recently, traditional education is experiencing a digital transformation shift, caused by the Covid-19 pandemic. This process generates in students the need to strengthen digital competences through the practice of collaborative learning. The objective of the research was to determine the impact of digital competences on the collaborative learning of students at a public university in Lima. The study was a basic, causal correlational, non-experimental, cross-sectional design. The population was 1,150 undergraduate students from the School of Education of a public university in Lima and the sample consisted of 289 students. The descriptive results showed that digital competences are at a middle level (44.3%) while cooperative learning is at a regular level (36.3%). Finally, it is concluded that digital competences have a significant influence on collaborative learning, with Nagelkerke’s R2 value (0.704) demonstrating that the proposed model explains this influence.

How Augmented Reality (AR) Can Help and Hinder Collaborative Learning: A Study of AR in Electromagnetism Education.

Learning physics is often difficult for students because concepts such as electricity, magnetism and sound, cannot be seen with the naked eye. Emerging technologies such as Augmented Reality (AR) can transform education by making challenging concepts visible and accessible to novices. We present a Hololens-based augmented reality system where collaborators learn about the invisible electromagnetism phenomena involved in audio speakers, and we measure the benefits of AR technology through quantitative and qualitative methods. Specifically, we measure learning (knowledge gains and transfer) and collaborative knowledge exchange behaviors. Our results indicate that, while AR generally provides a novelty effect, specific educational AR visualizations can be both beneficial and detrimental to learning they helped students to learn spatial content and structural relationships, but hindered their understanding of kinesthetic content. Furthermore, AR facilitated learning in collaborations by providing representational common ground, which improved communication and peer teaching. We discuss these effects, as well as identify factors that have positive impact (e.g., co-located representations, easier access to resources, better grounding) or negative impact (e.g., tunnel vision, overlooking kinesthetic feedback) on student collaborative learning with augmented reality applications.

OLDER STUDENTS’ PERCEPTIONS OF ODL STUDIES: CAN IT EXPLAIN THEIR PERFORMANCE? A CASE OF BOTSWANA

Students’ perceptions about course quality and rigor play an important role in determining their approaches and level of commitment when taking a post-graduate course through ODL. This study finds that some older students at Botswana Open University (BOU) generally have negative perceptions about the quality and rigor of ODL courses and that these perceptions influence their approaches to their studies. The study finds that these approaches have a correlation with the student's performance and if unchecked may result in poor performance and extreme instances, learner attrition. These perceptions may be a result of inadequate knowledge about ODL and the time and resources required to succeed in this field. The study recommends that detailed inductions for new students be made part of ODL programs to dispel the myth and misconceptions that students may have about ODL, as far as quality and rigor are concerned. Appropriate instructional approaches that make use of collaborative learning techniques would also provide the necessary time management skills as well as improve students’ morale. Actively engaging students in collaborative learning would help with feelings of helplessness, isolation, and overwhelm that sometimes overpower students who are learning at a distance.

The Use of ICT to Encourage Student’s Engagement with Collaborative Learning

This study aims to investigate the impact of ICT application on student's collaborative learning. The chosen college is Uqlat Al Soqur College of Arts and Sciences, which is a branch of Qassim University. The sample for this study was the students of the third level. (26) students who majored in the English language for the academic year 2015/2016. The most important hypotheses of this study are that the use of ICT results in better language performance and enriches students’ vocabulary. Three tools used for data collection were a student questionnaire, pre and post-tests. The pre-test was given to measure the actual level, while the post-test was given to check the progress made by the students after they learnt with ICT (projector, smart board and computer) for one academic term. Some English teachers from different Universities in Saudi Arabia were interviewed. The data was analyzed by using a variety of statistical methods, including the statistical package for the social sciences (SPSS), to process the study data. The findings revealed the vital role that ICT play in supporting collaborative learning. Finally, there are some recommendations and suggestions for further research.

Digital and Collaborative Tools Integration in Teaching: A Basis for Training Implementation

One of the areas affected by this 2019 Novel Corona is education. Educators had stopped the conduct of face to face classes since it had been instantly cancelled wherein obliging many schools to immediately convert to different teaching modalities had been adopted. Integration of digital and collaborative tools in the delivery mode of teaching is needed in order to engage students in active learning. This study aimed to conduct a training needs assessment among the ISPSC Educators to assess their level of knowledge along digital and collaborative tools in the delivery mode of teaching as a basis for training implementation. Respondents include ISPSC Educators of Ilocos Sur Polytechnic State College. Data were collected, tallied and analyzed. The weighted mean was computed to analyze and interpret the training needs assessment among Educators. Findings suggested that this study enabled the ISPSC Educators to leverage their technology skills prioritizing the use and integration of digital and collaborative tools to engage students in active learning. The level of knowledge based on the training needs assessment resulted in a weighted mean of 1.72 interpreted as “No Knowledge” which means ISPSC educators must undergo training on different digital and collaborative tools integrating it in their mode of teaching delivery. The study findings are useful to ISPSC Educators intending to integrate the digital and collaborative tools in their teaching mode of delivery to better maintain the engagement of students in collaborative learning. Keyword : Digital and collaborative tools, integration, teaching delivery, training implementation.

An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education

The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitating cross‐cultural collaborative learning for students from different cultural backgrounds. Data were collected following a qualitative multi‐site case study method with five academic disciplines (Education, Social Sciences, Engineering, Physical Sciences and Health Sciences) in 12 colleges and universities in the United States of America. In all, 60 in‐depth and semi‐structured interviews with instructors (26 females and 34 males) were obtained and analysed following a constant comparative analysis approach. Results reflected that the instructors used cross‐cultural interactions to facilitate students' engagement and incorporated culturally responsive teaching. Besides, the findings revealed that most of the instructors integrated diverse and internationalized learning content to support diverse students and addressed the impact of multicultural education in online learning. It was, however, noted, that instructors in the physical science disciplines struggled to incorporate culturally diverse contents in their online classes. The findings of this study foster discourse on how best instructors could be aided to engage diverse students online more meaningfully. Practitioner notesWhat is already known about this topic Since studies of this nature are mostly undertaken in teaching and learning environments that are diverse in terms of student populations, both students and instructors are exposed to cultural differences in teaching and learning in multicultural/diverse online learning environments. Studies on multicultural/diverse online learning environments abound and have been undertaken for several years but the emphasis has mainly been to explore issues from the perspectives of students. Most online instructors assume that online learning provides equal opportunities to all students regardless of their cultural backgrounds and cultural differences; hence, instructors have mostly not been able to recognize cultural implications for students' learning to design inclusive instructional strategies to meet the learning needs of diverse students in online education. What this paper adds This study, unlike earlier ones with a similar focus, explored online instructors' perceptions of culturally responsive pedagogy (CRP), specifically with regards to the design, preparation and integration of multicultural learning contents and resources in online education. This study employed Scott et al.'s (2015) culturally responsive computing theory as a lens to connect students' prior learning experiences, knowledge, interests, strengths and weaknesses as a way to draw instructors' attention to how best diverse students can be aided to be innovative and succeed in the face of cross‐cultural challenges they face studying online. The study also contributes to the instructors' understanding of culturally responsive pedagogical principles in online spaces that recognize global identities and cultural experiences to meet the needs of diverse students in an online learning environment. Implications for practice and/or policy Instructors must develop online courses with the focus to bridge students' geographical and cultural backgrounds so that students will have the opportunity to share and connect with peers in online classrooms for effective collaboration and communication. Institutions that offer online education must make concerted efforts to provide continuous professional development opportunities for instructors of online courses on impacts of culture/diversity in the online classroom, and strategies for creating conducive online learning environments that value cultural differences, and social/educational experiences in ways that support students' learning. Institutions and stakeholders, through policy initiatives, should make frantic efforts to afford instructors with comprehensive knowledge and understanding of CRP in online learning to avoid the assumption that students in online courses share similar learning characteristics and bring to the online learning the same experiences and cultural backgrounds.

Factors Promoting Critical Thinking among Students at the Tertiary Level

The present study sought to explore the factors promoting critical thinking among the students at the tertiary level in Loralai. The objectives of the study were to identify the factors promoting critical thinking among male and female students at the tertiary level in Loralai. Male teachers and female teachers at the tertiary level comprise the population of the study. The number of tertiary-level teachers was 100. Out of the total population, 40 teachers were randomly selected from the tertiary level. In order to collect data from the respondents, a close-ended questionnaire containing 14 items based on the Likert scale was developed with the consultation of the superior in the objective of the subject. The majority of the respondents often use problem-based learning activities to promote critical thinking. More of the participants often ask the right questions to help foster students' critical thinking skills. Most of the subjects often promote collaborative learning for students' critical thinking. Half of the teachers often focus on projects. Most of the answerers often prefer writing assignments focusing on reflection and reasoning. For an understanding of the teaching practices used by the teachers, the sample size can be increased so that more accurate findings can be achieved. Teaching strategies promoting critical thinking abilities should be applied in the teaching-learning process to get maximum benefits.

Exploring Communicative Language Teaching to Enhance Grammatical Knowledge among Secondary School Students in Bangladesh

Communicative Language Teaching (CLT) involves students in real-life interaction in order to improve their communicative competence. There are a lot of controversy about whether grammatical knowledge can be gained by CLT in the English learning process. This qualitative case study goals to attain the perspective and attitudes of students and explore the implementation of CLT in Bangladeshi Secondary School. Moreover, researcher aims to reach the gap which is emerged by the controversy. It attempted to find out the contribution of CLT in improving grammar knowledge among Secondary School Students in Bangladesh. Researcher investigated two research questions and examined two research objectives. Data was collected through semi-structured interview and an essay writing task from Dr. Khastagir Government Girls’ High School, Bangladesh. The finding of study indicates efficient and feasible CLT activities are explored in the textbook which engaged students in collaborative learning and meaningful interaction. Students have a certain perspective and an assured outlook towards CLT based classroom and they have a knowledgeable linguistic competence in writing. Besides, in acquiring communicative skills, fluency and accuracy were not attained equally among the students. Besides, students were aware of both in grammar knowledge and meaningful interaction but faced few obstacle in speaking. Accuracy activities of CLT facilitate to enhance grammar knowledge but a little lack was explored from the findings. To say, this study provides an insight on positive perspective of students towards communicative classroom settings.