Online Collaborative Learning: Applicability in Comparison with Individual Learning and Face-to-Face Collaborative Learning

Autor/inn/en	Mapile, Romyna Fortuna G.; Lapinid, Minie Rose C.
Titel	Online Collaborative Learning: Applicability in Comparison with Individual Learning and Face-to-Face Collaborative Learning
Quelle	In: Mathematics Teaching Research Journal, 15 (2023) 2, S.21-44 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cooperative Learning; Learning Activities; Computer Mediated Communication; Video Technology; Achievement Tests; Action Research; Grade 8; Urban Schools; Pilot Projects; Taxonomy; Teaching Methods; Phenomenology; In Person Learning; Student Attitudes; Models; Scores; COVID-19; Pandemics; Online Courses; Mathematics Instruction; Discourse Analysis; Mathematics Tests + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lernaktivität; Computerkonferenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Projektforschung; School year 08; 8. Schuljahr; Schuljahr 08; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pilot project; Modellversuch; Pilotprojekt; Taxonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Analogiemodell; Online course; Online-Kurs; Mathematics lessons; Mathematikunterricht; Diskursanalyse
Abstract	This classroom-based action research aimed to determine the applicability of implementing Collaborative Learning in online setting to help students develop their interaction with one another and improve their academic performance. Participants of the study consisted of Grade 8 intact pilot section of a public school in an urban community which yielded only 20 valid responses. Student participation during online collaborative learning made use of the first three stages of Siemen's Connectivism taxonomy. Quantitative data were taken from Student Attitude Survey, individual and group learning activity sheets, and achievement test, while qualitative data were taken from focus group discussions. Transcripts of the recorded online collaborative learning were analyzed using content analysis following Garrison's Practical Inquiry Model. Results showed that there is a significant increase in students' scores in the activities done collaboratively than those done individually. However, only 12 out of the 20 students successfully passed the achievement test. Additionally, results of the content analysis of the video recording transcripts show that among the four categories of Garrison's Practical Inquiry Model, students made more extensive use of integration and exploration during online collaborative learning. In terms of students' attitudes toward the intervention, the results indicated a positive response with regard to their experience with online collaborative learning. Analysis of the focus group discussions using interpretative phenomenological analysis revealed similarities and differences in collaborative learning between an online and face-to face learning. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01