An Innovative Web-Based Collaborative Learning Model and Application Structure

Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

Collaborative learning has been utilised throughout the years to deliver educational content for various levels of students in schools. Previously, less emphasis was given to the online support mode as the conventional method exists. However, as schools across the globe closed in response to the Covid-19 pandemic, students from various levels experienced a severe disruption to their learning process. Though most schools quickly began offering some online learning, there have been growing concerns about the effects of this unprecedented shift. In addition, such a paradigm shift has also witnessed parents' significant role in ensuring the effective delivery of educational content through online platforms. In such a situation, parents were expected to support the learning process. However, less support from other stakeholders makes it challenging for parents to support their children's learning online. Although various strategies and best practices exist globally, engaging students, parents, teachers, and relevant stakeholders towards collaborative online learning is crucial. Based on relevant previous studies, engagement towards online learning is highly influenced by the user's cultural background in getting successful collaboration among all stakeholders. Thus, the proposed study aims to investigate and propose a conceptual framework for a collaborative online learning model based on a cultural-based approach. It applies a Systematic Literature Review (SLR) based on relevant previous studies. A preliminary study has conducted a comparative review based on strategies and best practices. Initial findings divulge that cultural background influences the teacher-parent engagement towards collaborative online learning provided by the school and relevant authorities. Therefore, findings from the proposed study could improve the quality of learning in primary schools, in line with SDG4 and 4IR.

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

The purpose of this study is to explore the interaction and human communication on a Web-Based Collaborative Learning Environment (WBCLE). WBCLE is an integrative, interactive and collaborative learning environment for web based courses. With optimized learning materials, WBCLE also provides interactive functions such as login, students’ works upload the instructor’s comment feedback, Real-time chat Room and discussion forum and provides collaborative functions such as group management, group collaborative learning, shared resources. Based on the investigations of web courses in WBCLE, the paper analyses the interactive and collaborative functions and web learning patterns, and the impact of human communication. Learning technology can not completely take place of instructor’s supervision and communication with students. Strategies for collaborative learning and human communication can improve the educational effectiveness, and they include enhancing message flows among students and the instructor, creating communities in the course, and providing more interactive functions and supervision to the students.KeywordsHuman CommunicationDiscussion ForumInteractive FunctionChat RoomComputer Mediate CommunicationThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The purpose of this study was to determine the ability to understand students' mathematical concepts and the responses of students who applied the collaborative teamwork learning model and guided note-taking model, as well as to find out the differences in understanding the mathematical concepts of students who applied the collaborative teamwork learning model and the guided note taking model. This study uses a quantitative approach with experimental methods and a quasi-experimental research design in the form of a posttest-only design. The population of this study were students of class X MAN 1 Cirebon, Cirebon Regency, then selected samples of class X IIS 3 as experimental class II with guided note-taking model and X IIS 4 as experimental class I with collaborative teamwork learning model. Sampling is done by cluster random sampling technique. Through the prerequisite test, namely the normality and homogeneity test, the research data obtained were normally distributed and had homogeneous variance. After conducting the prerequisite test, the researcher tested the hypothesis using the Independent Sample T-Test with the asymp value. Sig (2-tailed) of 0.000. This value is smaller than 0.05, so Ha is accepted. In other words, there are differences in the understanding of mathematical concepts between classes that apply the collaborative teamwork learning model with guided note-taking models on the subject of the sine and cosine rules in class X IIS MAN Cirebon I Cirebon Regency. The average value of the class that applies the collaborative teamwork learning model is 72.38, with 11 students achieving the KKM (Minimum Completeness Criteria), and the guided note-taking model of 78.52, with 29 students completing the KKM (Minimum Completeness Criteria). Both models received a good response from students, with a response of 82% for the collaborative teamwork learning model and 76% for the guided note-taking model.

This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as "The Group Process Model" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.

Online collaborative learning communities are susceptible to the problems of lack of peer interaction, skewed participation, and poor knowledge sharing, which adversely affect learning outcomes. The recent developments in artificial intelligence (AI) provide the opportunity to solve these problems with the help of adaptive learning analytics and intelligent collaboration support. The paper suggests an AI-based Collaborative Learning Model (AI-CLM) that is aimed at improving peer interactions and sharing of knowledge during an online study. The suggested model combines the analysis of the interaction of the learners, peer grouping using AI, adaptive feedback, and knowledge recommendation in one framework. It utilizes a systematic algorithm and mathematically formulated evaluation measures to guarantee reproducibility and stringent evaluation. An online collaborative learning course of eight weeks has been evaluated using an experimental mode and showed that the proposed AI-CLM not only performs significantly higher than the traditional collaborative learning methods. Precisely, the degrees of participation boosted since the Peer Interaction Index grew by 12.4 to 21.8, the Knowledge Sharing Score rose by 68.2 to 84.6, and the Participation Balance Index rose by 0.54 to 0.81, which is more equitable learner participation. Moreover, the average learning performance increased to 85.3 percent as compared to 72.5 percent, and the Collaboration Effectiveness Score also increased to 0.86 compared to 0.63. These findings can be used to conclude that AI-based adaptive collaboration support can significantly enhance social interaction and academic performance during online learning. These results can be relevant to the development of scalable, smart online learning systems that facilitate efficient collaboration and interaction with a learner.

Web-Based Collaborative Learning

COVID-19 has been transforming education into technology-based and distance learning mode which requires the changing paradigm about learning delivery in higher education. This article aims to explicate learning engagement of students in higher education during online learning and to verify the impact of collaborative learning and personal perseverance on learning engagement statistically. Which of both two factors is more influential? Is collaborative learning more influential than personal perseverance or vice versa? A survey with causal analysis was applied for supporting arguments of this article. Data collection was conducted by distributing Google Form based questionnaires. It has involved about 642 students from a prominent private higher education institution in Indonesia as the respondents. For testing the twelve hypotheses, this article utilizes SmartPLS version 3.3 as statistical analysis tool. The result reveals that learning engagement that is reflected into cognitive, emotional, and behavioral engagement is more influenced by collaborative learning rather than personal perseverance. Collaborative learning which is reflected into cognitive skill and collaborative skill is essential factor in online learning. Emotional engagement is critical aspect of online learning which is not influence either by collaborative learning or personal perseverance. For engaging the student during online learning, higher educational institution should develop collaborative learning as a choice for pedagogical strategy in maintaining learning effectiveness during online learning.

The mathematical generalization ability of students at one junior high school, especially in Makassar, is relatively low. One alternative to improve students' mathematical generalization abilities is to apply active, collaborative and inductive cooperative learning models. This research aims to determine the difference in the average score of mathematical generalization abilities of students taught through active, collaborative and inductive cooperative learning models, and students taught through cooperative learning models on flat-sided geometric material. This research used a quasi-experimental design with a pretest-posttest control group design in class VIII at a junior high school in Makassar, Indonesia. The sample in this study was 35 students in the control group and 31 students in the experimental group. The instrument used is a mathematical generalization ability test. Data were analyzed using the n gain test. Based on the analysis, the average n-gain score for students' mathematical generalization abilities in flat-sided geometric material after being taught by applying active, collaborative and inductive cooperative learning models was 0,51 or experienced a moderate increase and the percentage of learning completeness was 93,55%. Therefore, it can be concluded that junior high school students' mathematical generalization abilities increased after being taught using active, collaborative and inductive cooperative learning models.

Background Problems: In the learning process at SMA Negeri 2 Singaraj, researchers found problems in the learning process in the basketball game material, especially in the basic techniques of passing chest passes and bounce passes, which had a low average below the minimum completion criteria. Research Objectives: This research aims to improve learning outcomes in basketball, the basic technique of passing chest passes and bounce passes through the Collaborative Teamwork Learning model for class XI A1 students at State Senior High School 2 Singaraja. Methods: Classroom action research (CAR) is used. This classroom action research (CAR) uses teachers as researchers and consists of 2 cycles. The subjects of this research were students in class XI A1 of State Senior High School 2 Singaraja, with 40 people consisting of 20 male students and 20 female students. The research instrument is a description test for the knowledge aspect and performance for the skills aspect. Data analysis uses qualitative and quantitative descriptive analysis. Results: The results of the research showed an increase, namely learning completeness in the knowledge aspect in cycle I, which was (85.5%), in cycle II it increased to (92.5%). Furthermore, learning completeness in the skills aspect in cycle I was (87.5%) in cycle II (92.5%). Conclusion: Based on data analysis and discussion, it is concluded that the collaborative teamwork learning model can improve PJOK learning outcomes in basketball passing material for class XI A1 students at SMA Negeri 2 Singaraja for the 2023/2024 academic year. Suggestions for PJOK teachers to be able to implement the Collaborative Teamwork Learning model in other learning materials that are more interesting and effective. The research implies that the Collaborative Teamwork Learning model is proven to be able to improve student learning outcomes.

As learning contexts emerge and transform within the realm of online graduate education, educators face the ongoing challenge of fostering interactive, learner-centered experiences, and there is a greater need to explore teaching and learning in their various modalities. Researchers and practitioners have increasingly highlighted the importance of developing a sense of community in online courses and programs. Learning communities offer a potential informal context for shared and collaborative learning among peers, helping students overcome feelings of isolation and positively impacting individual learning. Many questions remain, however, about ways to develop community in online higher education, and which facilitation strategies within the online learning environment are most effective and impactful. This qualitative study utilized a phenomenological research design with in-depth interviews to explore the experiences of a sample of doctoral alumni who had studied in a one-to-one online graduate program. The conceptual framework was based on the Community of Inquiry (CoI) model, which highlights the significance of presence and transactional distance in the online environment. Research questions focused on participants’ perceptions of an online learning community and what they understood as the contributing factors to building and sustaining community and collaborative learning. Thematic analysis yielded nine themes, illustrating the richness and depth of the learning community experience, shedding light on how community develops and the resulting benefits that online graduate students derive. In the context of a rapid global adoption of online learning, this research underscores the need for community and collaboration throughout the doctoral process, offering a deep understanding of the student experience. The implication is that an instructor’s thoughtful facilitation will pave the way for the quality of the interaction and connections that contribute to community-building. The findings of this research will be valuable to educators in designing and implementing a more collaborative and interactive online learning environment, ultimately fostering peer connections, improved student engagement, deeper learning, and enhanced academic performance. This study was nominated for the AERA 2026 Exemplary Contributions to Practice-Engaged Research Award in recognition of a collaborative research project that has a sustained and observable effect on contexts of practice.

Aim/Purpose: Drawing on transactional distance theory (TDT) and collaborative learning, this research proposes a research model to examine the role of collaborative learning during the COVID-19 pandemic. It investigates the potential antecedents that influence students’ academic achievements, autonomy, and satisfaction with online learning platforms. Background: The coronavirus (COVID-19) epidemic devastating the world has shaken the global educational system; such a transformation compelled all educational institutes to utilize online learning platforms. Malaysian higher educational institutions were greatly concerned by this disease and faced considerable transformations that affected higher education learners. Additionally, the campus closure and movement regulations impacted traditional education. Thus, the Malaysian Government ordered students at higher education institutions to return to their hometowns and continue their studies through online learning. Therefore, online learning was the most reasonable alternative to resume the learning process. Furthermore, in the educational world, collaborative learning is pivotal to forming students’ interpersonal skills. Collaborative learning practice is working in pairs or small groups to attain the learning objectives collaboratively. Collaborative learning refers to the process of acquiring knowledge in a collaborative setting as opposed to alone. Since the instructor and students are in separate locations, it is challenging for the teacher to facilitate collaborative learning. Methodology: This study utilized a quantitative method; purposive sampling was implemented, and the data were collected from 260 university students, both undergraduate and postgraduate, as long as they were affected by the COVID-19 pandemic in Malaysia. The questionnaire for this research was designed to fit the research hypothesis. The items of the questionnaire have been adapted to certify the content’s validity. The collected data were analyzed using Smart PLS software, which has been utilized as an essential data analysis tool. Contribution: This research contributes to: (1) a better understanding of the importance of communication and connection among students-students and teachers in online learning environments, as the results suggest that the more communication between students, teachers, and the environment itself, the greater the academic achievements, learners’ autonomy, and satisfaction; and (2) the role of both collaborative learning and TDT on learners’ academic achievements, autonomy, and satisfaction. Findings: This study advances by incorporating TDT and collaborative learning theories. This research model illustrates six main factors in online learning platforms that enhance students’ academic achievements, autonomy, and satisfaction through collaborative learning. The results showed a strong association between TDT and collaborative learning regarding the online learning platforms’ utilization for improving academic achievements, learners’ autonomy, and satisfaction. Recommendations for Practitioners: This model provided exceptional support to students during this sudden switch to online alternatives and helped them cope with the considerable challenges they faced under the current circumstances. Moreover, this model provides a guideline for higher education teachers and administrators for coping with online learning platforms. Recommendation for Researchers: Drawing on the association between TDT and collaborative learning regarding the utilization of online learning platforms for improving academic achievements, learners’ autonomy, and learner satisfaction, the research result presents a road map for researchers in the field of online learning. Accordingly, researchers are encouraged to utilize these theories, as they can lead to improvements among online learners in higher education institutions. Impact on Society: This preliminary model, which was developed throughout this research, will be a great support to both researchers and instructors to be able to utilize and elaborate in accordance with the role of online platforms on students’ satisfaction, autonomy, and academic achievements. It is critical for higher education administrators to pay more attention to the nature of communication between students and student instructors, which has been shown to have a positive influence on their academic achievements, to implement online learning. Moreover, instructors and course developers must be trained and skilled to achieve online learning platform goals. Future Research: Future research could include more information about blended learning environments and their relationship to the technology acceptance model as an online learning model. Researchers may extend the model used in this study.

Situation during the Covid-19 pandemic in Indonesia has made online learning one of the main solutions for student education. Students need digital literacy to support the achievement of 21st century competencies and learning outcomes in online learning. The purpose of this study was to analyze the correlation between digital literacy and 21st century skills, namely communication skills and collaboration skills, as well as student learning outcomes in the classroom. A structural equation model was created to clearly describe the correlation between these variables. The sample consisted of 89 students from one of the universities in Indonesia who were asked to fill out a questionnaire designed to access digital literacy, communication skills, and collaboration skills, while learning outcomes data were obtained from tests. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher digital literacy of students, the higher communication skills, collaboration skills, and student learning outcomes.

The problem in this research is how effective is the use of collaborative learning in improving the writing skills of class X students of SMA Negeri 1 Dolok Merawan in the academic year 2022-2023. The purpose of this study was to describe the effectiveness of the use of collaborative learning in improving the writing skills of class X students of SMA Negeri 1 Dolok Merawan for the academic year 2022-2023. The research method used in this research is the research & development method. The research subject of this development product is the validator. The object of research in this research is a writing learning model, namely a collaborative learning model that is implemented in class X students of SMA Negeri 1 Dolok Merawan in the 2022-2023 academic year. The instrument used to obtain research data using non-test instruments and test instruments. The results of this study indicate that the collaborative learning model is effective in improving the skills of writing descriptive text by class X students of SMA Negeri 1 Dolok Merawan in the 2022-2023 academic year, where before the collaborative learning model development process was in the sufficient category and then increased to good after the learning model development process. collaboratively in class X SMA Negeri 1 Dolok Merawan for the academic year 2022-2023.