Building Student Interactions Outside the Classroom: Utilizing a Web-Based Application in a University Flipped Learning Course for EFL Learners

Grammar acquisition is essential in learning English as the fundamental component in leveraging language skills. However, attaining the grammar competency optimally for Indonesian EFL learners encounters the challenges with various factors. Hence, a proper applicable approach is necessary to be adopted such as incorporating self-regulation strategy, online collaboration learning, and technology enhancement in grammar instruction. This study attempts to investigate the students perspectives in self-regulated and online collaborative grammar learning via Google multi-platforms. Employing a qualitative case study with questionnaires that distributed to 104 and 10 for the interviews of undergraduate sophomore students. The findings revealed that the participants positively perceived on self-regulated strategy and online collaborative grammar learning via Google multi-platforms. The implication of the current study can be as the consideration for educators, researcher, and technology developers relating utilizing online setting, collaboration activity, and technology aid in a grammar instruction.

Purpose The results from previous studies have shown that collaborative online studies are a popular trend selected by many students. This study aims to collect students’ inputs and reflections on the impacts of personality on the use of online collaborative platforms in higher education in Vietnam. Design/methodology/approach This study used Statistical Package for Social Scientists to collect data through survey questionnaires from 458 students in Hanoi to identify the impact of extroverted personality and agreeable calculation in the Vietnamese university context. It examined how extroversion and agreeableness affect collaborative learning performance on synchronous and asynchronous online platforms. Findings Findings from this study show that students have a better experience and motivation in learning via online collaborative platforms. However, students’ preference for face-to-face learning has the most obvious impacts. Extroversion and pleasantness have a positive but heterogeneous impact on both online collaborative learning and in face-to-face forms. Practical implications The leaders in the Vietnamese public universities might select the option of synchronous online collaborative teaching and learning when physical teaching and/or learning is impossible or geographically limited. While students’ confidence increases in online collaborative learning, their preference for face-to-face learning remains positive. Originality/value The findings from this study significantly support students and public universities in Vietnam in choosing synchronous online collaborative teaching and training in conditions where face-to-face teaching and learning cannot be carried out or are limited. However, it is also important to note that individual differences related to personality traits can have a certain impact on performance during collaborative learning.

Generative artificial intelligence (GAI) has the potential to assist instructors by providing effective formative feedback to students. Focus and complexity are important characteristics of formative feedback. Few studies have examined the combined effects of these factors in online collaborative learning. This study explored the effects of focus and complexity of GAI-assisted formative feedback (GAI-FF) on students’ online collaborative engagement, shared metacognition, And learning performance. A total of 114 preservice teachers were recruited from a public university in northwest China and randomized into four experimental conditions: task level and simple, task level and elaborated, multilevel and simple, and multilevel and elaborated GAI-FF. Participants were provided with four types of GAI-FFs longitudinally, and their pre-and post-tests, discussion processes, and learning performance were measured and recorded. Analysis of Variance (ANOVA) and its nonparametric alternatives were performed, and we found that (1) multi-level GAI-FF significantly promoted objective behavioral engagement, but not cognitive, positive, or negative emotional engagement; (2) the focus, not the complexity of GAI-FF, significantly impacted group shared metacognition; (3) there was a significant interaction effect between focus and complexity of GAI-FF on group shared metacognition; and (4) preservice teachers in multi-level GAI-FF conditions significantly outperformed those in task-level conditions in terms of group artifacts and course performance. The theoretical and practical implications of optimizing GAI-FF in collaborative learning to support learning and performance are discussed.

Researchers continue to extend the community of inquiry (COI) framework, highlighting its utility in online and blended learning environments for providing a successful learning experience. Recent studies have added the learning presence dimension to the classic COI framework which contains teaching, social, and cognitive presences, to represent online students’ traits of self-regulation. However, there is a need to examine whether this additional presence structurally represents relationships with other COI presences. Attempting to fill this gap, this study examines the statistical structure of the extended COI framework (integrating the classic COI presences with the additional learning presence) as well as the structural path between the four presences, using confirmatory factor analysis (CFA). Data were collected from 205 undergraduate students who were enrolled in blended courses during the COVID-19 pandemic. Study findings revealed that learning presence has strong correlations with the classic COI counterparts, especially cognitive presence. Furthermore, learning presence has significant positive relationships with cognitive presence and social presence. Overall, the validity and reliability of the extended COI framework (which integrates the classic COI presences with the additional learning presence) had been proven in this study. This study contributes to the literature by providing a comprehensive framework of the extended COI framework, proving their multi-dimensionality and inter-relationality.

This study examined asynchronous online courses that were pre‑designed with the Community of Inquiry (CoI) framework to foster teaching presence (TP), cognitive presence (CP), and social presence (SP). It focused on how these CoI elements relate to student engagement and shared metacognition in activities such as case‑based discussions, peer reviews, role‑based tasks, Practical Inquiry Model‑based learning, and scenario‑based exercises. The findings revealed that students perceived shared metacognition more strongly than they did the individual CoI presences or engagement. All three presences were significantly and positively correlated; CP linked to both TP and SP, and TP also correlated with SP. Every presence was meaningfully associated with overall engagement, though TP and SP showed only weak to moderate but significant correlations with engagement, unlike performance measures. CP and TP correlated with shared metacognition in both self‑regulation and co‑regulation aspects; SP did not correlate significantly with self‑regulation. Overall engagement correlated with shared metacognition, and self‑regulation was strongly associated with both self- and co‑regulation. These results suggest that courses deliberately built around the CoI framework can enhance shared metacognition through their presences and, consequently, student engagement. The study offers practical insights for instructional designers, educators, and researchers who aim to strengthen undergraduate group work and support regulated, engaged learning.

ABSTRACTThis study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.

This collaborative learning aims to improve the quality and quantity of cooperation between universities in eastern Indonesia through the implementation of collaborative online learning. Collaborative online learning training involves six educators who will teach.. Based on the results of a survey that has been conducted, it is stated that IPB Cirebon students still use LMS as a lecture system, while Uniflor students have a face-to-face lecture system. Therefore, a collaborative online learning program (PDK) was carried out between IPB Cirebon and Uniflor. The PDK program is implemented using three stages. These stages include starting from initial studies, planning, implementation, monitoring and evaluation. Using stages in the PDK program is the right approach. Active student involvement in every meeting, the development of LMS-based digital teaching materials will be more oriented towards student needs and aspirations. Through active student participation, the PDK program has the potential for better achievements, realizing learning in 2045. Collaborative online learning between two universities can increase digital literacy between students and educators. Collaborative online learning can also develop students' abilities in the 3T area. Through this learning, students can collaborate with other university students.

In March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

Negative interactions in collaborative learning can impact students' emotions, making emotion regulation a critical factor. This study investigates the causes of negative emotions in online collaborative learning, explores the underlying reasons for these emotions, and identifies other issues contributing to learners' negative emotional experiences. Additionally, it examines the types of emotion regulation strategies learners employ to manage their emotions and mitigate these challenges. This study investigates the factors leading to social negative emotions among learners in the online collaborative learning environment and examines the types of emotion regulation learners employ during collaboration. Building on existing research, the study reclassifies socio-emotional problems within the context of online collaboration. It introduces a new scale for measuring negative social emotions in online collaborative learning and a corresponding scale for assessing the instrumental aspects of emotion regulation. Data for the scales and WeChat were collected from 44 learners enrolled in modern educational technology courses at Chinese provincial normal universities. The findings indicate that problems related to goal motivation are more likely to trigger learners' social negative emotions. To better cope with these social negative emotions, learners typically employ socially shared regulation. Further analysis through Pearson correlation and multiple regression analysis reveals that ER, CoER, and SSER all show significant negative correlations with social negative emotions. Among them, SSER exhibits a stronger negative correlation with social negative emotions and forms the best regression model for negative affect. These findings enhance our understanding of the sources of negative emotions in online collaborative learning and inform more effective social regulation strategies, which are crucial for improving its overall quality.

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.

The COVID-19 pandemic imposed a quick change to online teaching and learning, emphasising the importance of the community of inquiry (CoI) framework in reimagining the quality of higher education in an online setting. In the study reported on here I focused on how lecturers adopted the CoI to enhance the quality of online learning and teaching of a research module. Additionally, it examines the extent to which students experienced the 3 key presences within the CoI framework, namely the teaching, social and cognitive presence during online teaching and learning of the research module. I employed a design-based research (DBR) approach, focusing on teachers studying B.Ed. Hons. part time. Data were generated through a CoI survey and students’ reflections. The findings reveal that the lecturer’s use of diverse instructional strategies resulted in students experiencing a higher level of teaching presence, a varied range of social presence, and a high level of cognitive presence. These high levels of cognitive and teaching presences could suggest the enhancement of online learning and teaching within the research module.

This thesis deals with the broad question of how Australian universities and their teachers are meeting the changing market conditions of the 21st century. This examination occurs in the context of changing legislative and regulatory circumstances and strategic efforts to meet the broader goals of 'graduate attributes' and increased accessibility of tertiary learning. The underlying query of this thesis is how technology can assist in transcending traditional models of higher education teaching delivery. Related to this is a focus on collaborative learning, with the question of its desirability and what it might offer in terms of improved outcomes relevant to teaching and learning in higher education. These questions are primarily discussed in the context of how online environments can aid collaboration and result in both discipline specific and generic outcomes. Through a case study of Australian International Relations (IR) and Politics teachers at the undergraduate level, this thesis finds that there has been limited innovation in the online delivery of these subjects and that there is little consistency in any e-learning approaches that have been adopted. In particular, collaborative online learning is infrequently pursued. This is surprising because in a climate of increasingly market-driven higher education, collaborative online tools may offer a solution to many of the pressures teaching academics face. These findings point to a significant gap between the strategic goals expressed by universities and what is actually being delivered to undergraduates. This includes meeting ambitions in 'graduate attributes', satisfying regulatory oversight, contending with financial pressures and the societal drive to make learning more accessible to a wider audience. The thesis also examines some of the barriers teaching staff feel prevent them from utilising online collaborative methods, including perceptions of time poverty, support, skills, institutional factors and peer experience. The findings indicate that teachers of IR/Politics feel little incentive to implement online collaborations, chiefly because of time constraints,but also a prevailing sense that such innovations are not worth their investment in terms of career advancement and institutional support. Unfamiliarity with the technology involved serves to exacerbate these perceptions to the point where investing any effort in the pursuit of online approaches is seen as wasteful. A theoretical Technology-Assisted Teaching Adoption Model is proposed as a means of demonstrating the barriers to innovation uncovered by this research. Finally, this thesis explores online role play as a possible solution to some of these barriers perceived by IR and Politics teachers, as well as how such an approach could address the market factors currently shaping Australian higher education. There is strong and consistent support within the literature for role play as a collaborative learning strategy with identified pedagogical benefits. In the disciplines of IR and Politics, where much of the subject matter being studied concerns the concept of people and entities communicating and co-operating, role plays can help generate deeper and broader understanding. The thesis concludes by making recommendations as to how Australian universities can move towards fostering online innovation amongst teaching staff, both to better meet institutional goals, as well as serve their students better by producing qualities conducive to their future careers.

Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.

The increasing reliance on online education has transformed the learning experience, requiring students to adapt their learning practices in online contexts. Using Piaget’s adaptation theory and the Community of Inquiry framework, the study investigates how teaching, social, and cognitive presence affect learning efficiency. This study used a quantitative methodology, collecting data from 226 respondents using 5 Likert-scale surveys and is rooted from Piaget (1985) and Garrison et al., (2007). The survey was answered by undergraduates from Malaysia public universities who are learning Japanese as foreign language. There are four sections: demographic profile with two items and 34 items on teaching presence, social presence and cognitive presence. The findings show that teaching, social, and cognitive presence have a significant effect on student engagement and learning outcomes. Educators should enhance students’ achievement and satisfaction through providing structured guidance and interactive strategies online

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.