Virtual Collaborative Learning Research Articles

Virtual Collaborative Learning as One of the Effective Strategies for Raising Cross-Cultural Awareness in Business English Classroom

Recently, Business English (BE) has become an integral part of teaching English due to its growing demand in the employment market and its power to facilitate cross-cultural communication and dialogue between speakers of all languages. Since BE serves as a Lingua Franca globally, a good mastery of the so-called Business English as Lingua Franca (BELF) is getting more and more attention among practitioners and researchers of Business English, who attempt to update their curriculum by cutting-edge developments for better occupational purposes.
 With this in mind, the presented paper will attempt to showcase the merits of Virtual Collaborative Learning (VCL) as one of the effective strategic tools for raising cross-cultural communication in the Business English classroom which indeed fosters the development of a culturally intelligent generation through support and guidance.
 To assess effectiveness, a survey was conducted among students enrolled in the Business English course offered through virtual learning at Grigol Robakidze University and Azerbaijan Pedagogical University during the Spring 2021 semester. The survey included seven closed prompts using the Likert scale, ranging from "Strongly Agree" to "Strongly Disagree" and "Always" to "Never," and one open-ended question requiring a written response based on personal opinions.
 The responses verified the positive influence of VCL activities in promoting interaction among students from different cultures and heightened awareness of cultural understanding. The discovered insights will be integrated into the current curriculum at Grigol Robakidze University, which is scheduled for the upcoming academic year.

Evaluating Students Acceptance of AI Chatbot to Enhance Virtual Collaborative Learning in Malaysia

Evaluating Students Acceptance of AI Chatbot to Enhance Virtual Collaborative Learning in Malaysia

An exploratory study of social presence and cognitive engagement association in a collaborative virtual reality learning environment

As the utilization of virtual reality (VR) in engineering education increases, researchers are increasingly focused on enhancing teaching and learning within VR environments. Cognitive engagement among the participants is a fundamental outcome in any learning environment, where social interaction often plays a pivotal role. This study contributes to VR teaching and learning research by investigating the association between social presence indicators and modes of cognitive engagement in a desktop collaborative virtual reality (VR) learning environment based on the social presence theory and the cognitive engagement definition of the Interactive-Constructive-Active-Passive framework. The study participants logged into the VR platform to collaboratively solve simulated engineering statics problems. The transcripts of students' interaction videos were coded based on codebooks for both social presence and cognitive engagement. The study revealed that social presence indicators are significantly associated with the three modes of cognitive engagement (active, constructive, and interactive). Additionally, interactive open communication emerged as the primary social presence element utilized by students during cognitive engagement with peers in the learning environment. This study's findings have implications for research and practice in enhancing students' cognitive engagement through their social interactions within VR learning environment.

Social network analysis in virtual educational environments: Implications for collaborative learning and academic community development

This paper investigates the impact of Social Network Analysis (SNA) in optimizing virtual education, focusing on enhancing collaborative learning, strengthening virtual academic communities, and identifying challenges for educational innovation. Through SNA, patterns of interaction and collaboration are uncovered that inform the design of inclusive and dynamic educational practices. A theoretical review combining the benefits of bibliometric studies and documentary analysis was conducted. It highlights how ARS facilitates the identification of effective collaborative patterns and barriers to equal participation, promoting strategies for more meaningful collaboration. In addition, the role of ARS in consolidating academic communities by promoting cohesion, mutual support, and active engagement, crucial for student success and well-being, is discussed. Challenges such as forming subgroups and dependence on certain information nodes are analyzed, viewing them as opportunities to innovate in educational design and promote more equitable participation and knowledge construction. This analysis underscores the importance of ARS for developing more effective, equitable, and collaborative virtual learning environments aligned with the values of our digital society.

Internationalisation at Home through Virtual Collaborative Learning

Internationalisation at Home through Virtual Collaborative Learning

Correction to: Emotional contagion in collaborative virtual reality learning experiences: an eSports approach

Correction to: Emotional contagion in collaborative virtual reality learning experiences: an eSports approach

Students’ English Language Development through the International VCL Module of the ValeuX project

Purpose: The purpose of this study is to investigate the development of students' English language in terms of speaking, pronunciation and vocabulary while their participation in the “International Virtual Collaborative Learning” (IVCL) Module under the framework of the Erasmus+ programme European Union funded Project: ValeuX: Virtual Albanian European Universities Exchange. Students from 8 Albanian and European universities participated in the ValeuX incubator for 6 weeks. They had to work on a business start-up concerning eco-tourism in Albania. During these weeks, students had to talk in English and schedule meetings to discuss the tasks they had to prepare. During this experience, they developed their English language skills. Study design/methodology/approach: The methodology of this paper is focused on a questionnaire distributed to 43 students via Google Forms to gather the data concerning the impact that students had after joining the "International VCL" Module and their development of different aspects of the English Language. Findings: The findings showed that the student's English language development was noticeable. They perceived natural communication in English and expanded their vocabulary as well. Originality/value: This study is important because it brings into light an aspect of taking part in International Virtual Learning, which is the development of English Language skills. It was a Foreign Language for all the students, and they worked on designing a start-up business idea about eco-tourism in Albania.

Shifting Gears in a Pandemic: The Impact of Online Academic Support for International and Domestic Students

During a global pandemic, many students in 2020-2021 turned to peer-facilitated academic support through supplemental instruction (SI) to succeed. In this study, proficient students were hired as SI Leaders and trained to facilitate study sessions in a collaborative virtual learning environment. The impact of online SI support is assessed upon subgroups of 4,831 students enrolled in difficult courses at a four-year public university. Mean course GPAs and pass rates of international students, students of color, and white students with varying levels of SI session attendance were examined. One-way ANOVA and chi-square test results reveal significant differences by level of attendance for students of color and white students, with higher mean course GPAs and pass rates associated with higher levels of attendance at SI sessions for all three subgroups. These results are consistent with feedback from SI attendees and convey the significance of programs like SI, especially in times of crisis.

Comparing Student Performance in Emergency Remote and Face-to-Face Collaborative Learning Courses.

The start of the COVID-19 pandemic forced an unprecedented shift from face-to-face (F2F) instruction to emergency remote teaching (ERT) for over one billion learners worldwide. Studies from K-12 and higher education have begun to address the impact of ERT on student learning and well-being. The lessons learned from ERT will likely shape the response to future public health emergencies and inform the design and implementation of remote courses. As such, it will be important to identify teaching practices in ERT that promoted student engagement and learning. Here, we address whether undergraduate collaborative learning courses were able to support student content knowledge outcomes at similar levels in ERT as compared to F2F classroom environments. Specifically, we tracked student performance in three different team-based undergraduate neuroscience courses. These courses were all taught by the same instructor during the academic years 2020-2021 and 2021-2022. Importantly, we found that student scores on individual and team assessments as well as measures of course satisfaction were similar between ERT and F2F. Taken together, our data suggest that the virtual collaborative learning environment in these courses was not associated with a decrease in student or team performance when compared to a traditional F2F classroom.

Emotional Contagion in Collaborative Virtual Reality Learning Experiences: An eSports Approach

Emotional contagion is an intriguing subject in many academic fields, and it is also relevant in collaborative learning where learners share a physical or virtual space. We aimed at exploring the possibilities of motivating, fascinating, and experiential elements of virtual reality (VR) in a collaborative learning context, with a focus on emotional contagion. We adopted the eSports mode as a competency development strategy in collaborative learning, using VR to evaluate emotional contagion that is invoked between the presenters and spectators. For this purpose, we created a VR application (HHVR) that allows freshmen students to learn about the premises and academic life at a university. We then divided 43 adult participants into presenters (N = 9) and spectators (N = 34); the presenters experienced the HHVR application first-hand, whereas the spectators watched the experience through a monitor. We used a questionnaire and semi-structured interviews to measure what feelings of being — existential feelings that affect the way we react to the world — the participants experienced. The collected data were analyzed by Principal Component Analysis and qualitative data coding and the results revealed emotional contagion; the spectators who followed the presenters on a monitor showed similar emotional engagement with the presenters who used the application. In conclusion, the proposed eSports mode can be a useful pedagogical technique in the context of collaborative learning with VR, as it engages emotionally both the presenters and spectators. These findings can be helpful for designing emotionally engaging collaborative learning experiences with VR and for conducting group-based UX evaluations of VR applications.

(How) Can Machine Learning Support Teaching Staff in a Virtual Collaborative Learning Environment?

Purpose: Supervising roles within virtual collaborative learning (VCL) environments face many different challenges and are often having difficulties keeping an eye on everything and comprehending every participant’s or group’s workflow. To help supervisors with problems like that we developed a software prototype to support their daily workflow and overcome the mentioned challenges. Study design/methodology/approach: This study used a design science research approach to investigate how learning analytics might be able to support teaching staff in VCL settings. Previous studies demonstrated that this approach is very well suited to derive design guidelines for such software artifacts. Initially, a qualitative interview series with four experienced tutors was carried out to get an in-depth understanding of the challenges and tasks teaching staff typically faces in VCL environments. The interview material was systematically analysed to acquire the underlying software requirements. These were then combined with existing knowledge about support software of similar use cases to create a first prototype, primarily based on a supervised machine learning model that classifies online messages sent within the teams. Findings: The software tool we have developed has shown that machine learning processes can indeed be used to support teaching staff in VCL environments. The tool achieves satisfactory classification performance in categorizing chat messages. It could therefore be demonstrated that it is possible to classify chat messages using a software tool. The interviews conducted revealed a particular interest in the statistical evaluations of group activities in Microsoft Teams. This was said to save a lot of time in the subsequent evaluation of the groups. The interviewed eTutors also expressed an interest in receiving private information on the development of possible conflicts within groups. The interest of the interviewed supervisors was very high and additional interviews could lead to further possible feature ideas. In general, the evaluative interviews resulted in positive feedback regarding how our prototype supported eTutors during their work. Originality/value: In current times, spatially distributed and asynchronous education plays a bigger role than ever before. VCL environments are useful tools to overcome these challenges of time and space. However, unlike research on conversational agents or automated feedback systems, the focus of this work is not on the communication interface between software and users or the exclusively quantitative analysis of messages. The goal is to evaluate the content of sent messages within VCL environments using the six defined categories to gain a better qualitative understanding of the teams’ collaboration and its workflow.

Assessing Virtual Collaborative Learning (VCL) as an Innovative Teaching and Learning Approach.: A Case Application in Albania

Purpose: The purpose of this research is to assess the implementation of a Virtual Collaborative Learning model (VCL) applied at a university level course/module with students of the bachelor cycle in a HEI in Albania. Study design/methodology/approach: A single descriptive case study design has been used. At the end of the pilot VCL-based course activity deployment, an open-ended survey was conducted, and the response transcripts were analysed and elaborated. Course instructor and E-tutor first-hand observation has been also utilized. Findings: Data obtained from the survey shows that the implementation of the VCL model alongside its challenges, is generally well-acknowledged and considered a positive experience. The majority of respondents, 93% of the students who participated in the survey highly recommend VCL as a new approach in learning. Communication issues are noticed particularly at first when students are trying to get accustomed to this model. Originality/value: The expected novelty of this pilot project was the development of the teaching and learning processes through alternative innovative approaches such as through virtual collaborative learning.

Inclusive LGBTQIA+ healthcare: An interprofessional case-based experience for cultural competency awareness.

Lesbian, Gay, Bi-sexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA+) patients report experiences of discrimination within healthcare settings due to a lack of provider knowledge and biases of healthcare workers. There is an identified need among all health professions to provide more culturally competent healthcare for this community. Early interventions during healthcare profession training programs may be effective to address this need. The overall goal of this study was to assess the educational impact of an active learning session that was specifically designed to enhance LGBTQIA+ cultural competency awareness using an interprofessional setting. This 2-year study involved students from 16 healthcare professional programs joining virtually to form interprofessional teams. A small group case-based learning approach was used and included pre/post-activity surveys to measure the change in student attitude and confidence, as well as the change in perception of the importance of the activity. Results indicate an increase in perception of importance (p < 0.005) and in overall level of confidence (p < 0.001) with respect to LGBTQIA+ issues post-session. Key themes established through the session represent an overall recognition of the importance of interprofessional education and awareness of LGBTQIA+ healthcare needs. The results demonstrate the effectiveness of a case-based approach for enhancing cultural competency awareness across different healthcare professions programs. This session also provided an interprofessional learning environment to allow multiple healthcare professions program students to interact and share perspectives. The positive impact of this intervention in a highly collaborative virtual learning environment also highlights that this immersive active learning approach that can be adopted across different programs and institutions.

Formative Design and Development of a Three-Dimensional Collaborative Virtual Learning Environment Through Learning Experience Design Methods

Formative Design and Development of a Three-Dimensional Collaborative Virtual Learning Environment Through Learning Experience Design Methods

Perception of Synchronized Online Teaching Using Blackboard Collaborate among Undergraduate Dental Students in Saudi Arabia.

Blackboard is a collaborative virtual learning tool used for higher learning that has been found to be an effective and efficient means of interactions between teachers and students and offers effective educational information management. The aim of this research work is to assess the preclinical and clinical dental students’ perception of Blackboard Collaborate as a quality teaching and learning tool as well as to find out areas that might appear as barriers to quality teaching and learning. This cross-sectional study was conducted online using survey monkey involving 245 dental students who had participated in the virtual classroom lectures during the pandemic with 18 students not completing the survey. The survey instrument was a nine-item questionnaire that included the age, sex, and year of study of the students as well as previous exposure to online lectures. The data collated was analyzed using IBM Statistical Package for the Social Sciences (SPSS) Statistics for windows version 22. Among 245 respondents that were enrolled in the study, 227 respondents completed the survey, of which 58.1% (n = 132) were male while 41.9% (n = 95) were females. Of the 227 respondents that completed this study, 74.8% (n = 170) of them experienced minimum to moderate technical problems regarding connectivity during the online sessions while 1.8% (n = 4) of the respondents experienced very severe technical problems. The majority of the respondents 54.2% (n = 123) support the continuation of online lectures even after the pandemic. In conclusion, we found a positive perception of our respondents to online lectures using Blackboard Collaborate. Internet connectivity as well as a decline in the comprehension of the lectures as compared to face-to-face learning were found as barriers to online learning.

Advantages and challenges of fostering cognitive integration through virtual collaborative learning: a qualitative study

BackgroundThe drastic shift from face-to-face classes to online learning due to the COVID-19 pandemic has enabled educators to ensure the continuity of learning for health professions students in higher education. Collaborative learning, a pedagogy used to facilitate knowledge integration by helping students translate theory from basic sciences to clinical application and practice, has thus been transformed from a face-to-face to a virtual strategy to achieve the learning objectives of a multi-disciplinary and integrated module.ObjectivesThis study aimed to describe and evaluate, through focus group discussions, a virtual collaborative learning activity implemented to assist first year undergraduate nursing students to develop cognitive integration in a module consisting of pathophysiology, pharmacology, and nursing practice.MethodsFourteen first year undergraduate students and four faculty involved in facilitating the virtual collaboration participated in the study. Focus group discussions were conducted to elicit the perceptions of students and staff on the virtual collaborative learning session conducted at the end of the semester.ResultsThree themes were generated from the thematic analysis of the students’ focus group scripts. These were: (1) achieving engagement and interaction, (2) supporting the collaborative process, and (3) considering practical nuances. The three themes were further subdivided into subthemes to highlight noteworthy elements captured during focus group discussions. Three themes also emerged from the focus group discussion scripts of faculty participants: (1) learning to effectively manage, (2) facing engagement constraints, and (3) achieving integration. These themes were further sectioned into salient subthemes.ConclusionThe virtual collaborative learning pedagogy is valuable in fostering cognitive integration. However, meticulous planning considering various variables prior to implementation is needed. With better planning directed at addressing the learners’ needs and the faculty’s capabilities and readiness for online learning pedagogies, and with a strong institutional support to help mitigate the identified constraints of virtual collaborative learning, students and faculty will benefit.

A systematic review of E-leadership and its effects on student learning in higher education

A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.

Collaborative Virtual Learning Environments Through the Contemporary Visual Arts

Collaborative Virtual Learning Environments Through the Contemporary Visual Arts

Emerging perspectives and challenges for virtual collaborative learning in an institution of higher education: a case of Lesotho

PurposeThis study aims to investigate emerging perspectives and challenges which teaching staff and students in the Faculties of Business and Accounting, Health and Education as well as Computing encountered in using Virtual Collaborative Learning during their classes in one accredited institution of higher education in Maseru district Lesotho. Previously conducted studies reveal that although similar studies to the current one have been conducted in different countries across the globe, conducting them in another different country such as Lesotho and in a different context might provide new information.Design/methodology/approachThe study draws on Lev Vygotsky’s social constructivism as the theoretical framework because it is relevant and appropriate. The study was buttressed by constructivism paradigm, qualitative design as well as a qualitative case study. A purposive sampling technique was used in this study. A sample of 35 students and 11 teaching staff from the 3 respective faculties were used as participants of the study. This qualitative case study was based on online questionnaires issued to the participants using emails for data collection. Data were generated based on the themes which emerged.FindingsThe findings of the study suggest that majority of students found Virtual Collaborative Learning helpful and a user-friendly tool. However, lack of resources, clear instructions from the teaching staff and cooperation, internet connectivity issues, as well as data expenses have been identified as stumbling blocks that discourage students’ satisfactory engagement in Virtual Collaborative Learning. The findings further revealed various strategies including encouraging students to cooperate, grading students’ participation on online platforms and consultations could be used to overcome the challenges encountered in using Virtual Collaborative Learning. For generalisability and understanding of the breadth of the students and teaching staff experiences and challenges of Virtual Collaborative Learning, the authors recommend further study to be conducted on a larger representative sample, using the established themes of the current study.Research limitations/implicationsUsing face-to-face interviews and classroom observations for data collection would have been more suitable for a qualitative methodology. However, due to COVID-19 regulations that restrict contact and limit lessons on online platforms, an online questionnaire was used for data collection.Originality/valueThis research reveals emerging perspectives and challenges which are encountered by teaching staff and students while using Virtual Collaborative Learning in one institution of higher education in Maseru Lesotho.

Fostering Symbiosis Between E-tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa

E-tutors are viewed as major role players in supporting virtual collaborative learning. This is the view espoused by Kopp et al. (2012). Consequently, they are expected to bridge the gap between academics and students in an Open Distance Learning (ODL) environment. However, it has become apparent that the interaction between e-tutors and lecturers is somewhat problematic. This paper discusses the perceptions and expectations that e-tutors and lecturers of a module in the Department of English Studies, <em>Academic Language and Literacy in English</em> (ENG1503) at the University of South Africa (Unisa), an ODL institution, have about their interaction with one another. Data was obtained through responses to a survey completed by e-tutors and lecturers. Content analysis was conducted to find themes and patterns emerging from the e-tutors’ and lecturers’ comments. Preliminary findings indicate that the interaction between e-tutors and lecturers is concerning. Further research should explore ways of foregrounding the interaction between e-tutors and lecturers for the same module.