Self-Regulated and Online Collaborative Grammar Learning Via Google Multi-Platforms: Indonesian Case Study

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.

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.

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.

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.

This research project developed a web-based application to facilitate out-of-class collaborative learning; the aim was to transform a student culture that facilitated very little independent study outside the classroom and classroom learning that treated students mainly as passive participants. Additionally, an innovative flipped learning course utilizing this web-based application was implemented in order to integrate online and in-class collaborative learning. We hypothesized that students’ online collaborative learning could be activated and sustained throughout the semester. Based on pre- and post-questionnaire results, it was apparent that the students actively participated in discussions outside class (Active Learning (AL): p < .10, AL externalization: p < .05). Furthermore, Spearman’s rank correlation analysis for the frequency of category appearances and the indicators for social and cognitive presences, which was guided by the Community of Inquiry framework with regard to out-of-class student interactions and the pre- and post-questionnaire gains revealed that the cognitive presence was strongly correlated with the pre- and post-questionnaire gains (p < .001). These results indicate that the web-based application developed in this study supported out-of-class student collaboration.

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.

In many countries, undergraduates are required to take at least one introductory computer course to enhance their computer literacy and computing skills. However, the application software education in Taiwan can hardly be deemed as effective in developing students' practical computing skills. The author applied online self-regulated learning (SRL) and collaborative learning (CL) with initiation in a blended computing course and examined the effects of different combinations on enhancing students' computing skills. Four classes, comprising 221 students, participated in this study. The online SRL and CL with initiation (G1, n = 53), online CL with initiation (G2, n = 68), and online CL without initiation (G3, n = 68) were experimental groups, and the last class, receiving traditional lecture (G4, n = 32), was the control group. The results of this study show that students who received the intervention of online SRL and CL with initiation attained significantly best grades for practical computing skills, whereas those that received the traditional lectures had statistically poorest grades among the four classes. The implications for schools and educators who plan to provide online or blended learning for their students, particularly in computing courses, are also provided in this study.

This study is primarily focused on assessing the students’ logical thinking and cognitive levels in an online collaborative environment. The aim is to investigate whether the online collaboration has significant impact to the students’ cognitive abilities. The assessment of the logical thinking involved the use of the online Group Assessment Logical Thinking (GALT) test that has been conducted in two phases; before and after the online collaborative activities. The sample of respondents for this study is sixty first year Diploma in Computer Science students from Universiti Teknologi MARA (UiTM) Perlis, Malaysia where they were divided into fifteen collaborative groups. These collaborative groups were then engaged in a 3-hour session of collaborative activities via the Online Collaborative Learning System (OCLS). The results for this study has revealed that the online collaborative learning has significant impact to the students’ logical thinking levels with the increment of 21.7% high logical thinkers with p-value<0.05 (sig. 2-tailed). Meanwhile, the investigation of the students’ cognitive levels is being done by monitoring the students’ abilities to solve the given questions via OCLS. The questions have been previously constructed according to the Bloom’s taxonomy cognitive domain. The results have also revealed that the students at the early stage of learning programming are able to solve complex programming problems at the cognitive level Application and Analysis. There was also a strong correlation between students’ logical thinking skills with their abilities to solve problems in an online platform with r= 0.631, significant at 0.012.

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.

Technology-based platforms in higher education institutions (HEIs), including online learning, require innovative approaches to ensure inclusive and transformative educational spaces for students living with disabilities. Achieving social equality, technology access and inclusion may contribute to ensuring a seamless instructional design for students living with disabilities in HEIs amid and beyond COVID-19. COVID-19 has obliged HEIs to adopt alternatives to learning and teaching, making the use of open distance learning (ODL) amid the pandemic more relevant. This theoretical paper considers the significance of ODL by demonstrating how to achieve technology inclusion for students living with disabilities through collaborative online international learning (COIL). Situated within the collaborative learning theory, this paper offers a disability perspective to learning in HEIs, through an analysis of stipulations in the Strategic Policy Framework on Disability for the Post-School Education and Training System (2018). The findings indicate that the application of COIL for students living with disabilities may transform their learning experiences and unlock new pathways for their development. The paper recommends that COIL may be used as a response to ensuring access and inclusive education provision for students living with disabilities in HEIs.

Cognitive engagement is essential for meaningful learning and is marked by interdependence and periodicity. However, the dynamic process and temporal aspects of cognitive engagement in collaborative learning have not been fully explored. This study investigates the cognitive engagement processes of different performance groups in online collaborative learning by analyzing discourse data from three activities. Content analysis and epistemic network analysis revealed that high-performing groups exhibited more task-regulated behaviors and stronger co-occurrences between perspective expression and perspective elaboration, as well as between perspective expression and low-level regulation. In contrast, low-performing groups showed more co-occurrences between perspective expression and information sharing. Additionally, the high- and low- performing groups demonstrated different patterns of cognitive engagement at various task stages. These findings offer practical guidance for designing effective collaborative learning activities to enhance cognitive engagement.

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.

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.

The purpose of this paper is to identify how participants manage technical difficulties during online collaborative learning. We analyze the participation framework in a corpus composed of 30 hours of online collaborative learning among students of an Andean university, their professor, and international experts. The internet-based IT platform used was ZOOM. We present a multimodal interaction of verbal and body language in collaborative activity for the analysis of moment-by-moment evolving social interaction. Also using conversation analysis, we focus on the ways in which participants interact with their words and their non-lexical expression. Thanks to this methodology, we describe the moment-by-moment interactional work performed in collaborative activity. We have observed how technical difficulties generate social unrest and negative emotions shared among participants. In many cases, these difficulties generate conflicts between participants. We describe how negative emotions are shown in mixed contexts, and how users solved these during online collaborative learning. This study contributes to previous knowledge on the importance of multimodal interaction in displaying engagement and organizing courses of action in meeting settings by analyzing the multimodal construction of one specific situation, that is, a conflict caused by technical issues and managed between users.