Voices from the classroom: understanding students' perceptions of collaborative learning in computer-based spaces
DOI:
https://doi.org/10.47408/jldhe.vi34.1184Keywords:
group-level interactions, meaningful learning, knowledge transformative tool, student perceptions, effective learning triangle , ELTAbstract
This study explores postgraduate students’ perceptions of the effectiveness of collaborative learning within computer-based environments. The research investigates the distinctions between collaborative learning and group work, examining how students’ attitudes and behaviours differ, and the subsequent impact on learning outcomes. Findings reveal that students can clearly distinguish between these two approaches. While both involve peer interactions, group work predominantly fosters employability skills such as teamwork and goal achievement, whereas collaborative learning enhances individual knowledge construction. The study introduces the Effective Learning Triangle (ELT), comprising three key core components: Facilitator, Environment, and Learning. In collaborative learning contexts, the facilitator plays a pivotal role in designing sessions that align intended learning outcomes with the learning environment. For example, flexible computer-based spaces emerge as conducive environments for promoting collaborative learning, particularly in technical disciplines. This paper highlights the significance of tailored facilitation and adaptable environments in fostering meaningful student engagement.
References
Asino, T.I. and Pulay, A. (2019) ‘Student perceptions on the role of the classroom environment on computer supported collaborative learning’, TechTrends, 63, pp.179-187. Available at: https://doi.org/10.1007/s11528-018-0353-y
Balasooriya, C., di Corpo, S. and Hawkins, N.J. (2010) ‘The facilitation of collaborative learning: what works?’, Higher Education Management and Policy, 22(2), pp.1-14.
Beeson, H. and Byles, R. (2020) ‘Creative solutions to common groupwork problems’, Journal of Learning Development in Higher Education, (19). Available at: https://doi.org/10.47408/jldhe.vi19.622
Bell, L. and Lygo-Baker, S. (2019) ‘Student-centred learning: a small-scale study of a peer-learning experience in undergraduate translation classes’, The Language Learning Journal, 47(3), pp.299-312.
Bemer, A.M., Moeller, R.M. and Ball, C.E. (2009) ‘Designing collaborative learning spaces’, Programmatic Perspectives, 1(2), pp.139-166.
Dillenbourg, P. (1999) ‘What do you mean by collaborative learning?’, in P. Dillenbourg (ed.) Collaborative-learning: cognitive and computational approaches. Oxford: Elsevier, pp.1-19.
Duan, Z., Russell, I. and Jung, A. (2021) ‘Active learning strategies: a computing course for undergraduates’, 16th International Conference on Computer Science and Education (ICCSE). Lancaster, United Kingdom, pp.301-306.
Freeman, L. and Greenacre, L. (2011) ‘An examination of socially destructive behaviors in group work’, Journal of Marketing Education, 33(1), pp.5-17. Available at: https://doi.org/10.1177/0273475310389150
Gamson, Z. F. (1994) ‘Collaborative learning comes of age’, Change: The Magazine of Higher Learning, 26(5), pp.44-49. Available at: https://doi.org/10.1080/00091383.1994.10544652
He, S., Shi, X., Choi, T. and Zhai, J. (2023) ‘How do students' roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research’, Thinking Skills and Creativity, 50, article number 101423. Available at: https://doi.org/10.1016/j.tsc.2023.101423
Hunter, D. (2006) ‘Assessing collaborative learning’, British Journal of Music Education, 23(1), pp.75-89.
Johnson, D.W. and Johnson, R.T. (1999). Learning together and alone. Cooperative, competitive and individualistic learning. 5th edn. Boston, MA: Allyn and Bacon.
Johnson, D.W. and Johnson, R.T. (2013) ‘The impact of cooperative, competitive, and individualistic learning environments on achievement’, in J. Hattie and E. Anderman (eds) International handbook of student achievement. New York: Routledge, pp.372-374.
Kreijns, K., Kirschner, P.A. and Jochems, W. (2003) ‘Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research’, Computers in Human Behavior, 19(3), pp.335-353.
Naicker, A., Singh, E. and van Genugten, T. (2022) ‘Collaborative online international learning (COIL): preparedness and experiences of South African students’, Innovations in Education and Teaching International, 59(5), pp.499-510.
Nyikos, M. and Hashimoto, R. (1997) ‘Constructivist theory applied to collaborative learning in teacher education: in search of ZPD’, The Modern Language Journal, 81(4), pp.506-517.
Poort, I., Jansen, E. and Hofman, A. (2022) ‘Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education’, Higher Education Research and Development, 41(2), pp.511-526.
Saqr, M., López-Pernas, S. and Murphy, K. (2024) ‘How group structure, members' interactions and teacher facilitation explain the emergence of roles in collaborative learning’, Learning and Individual Differences, 112, article number 102463.
Shulman, L.S. and Shulman, J.H. (2004) ‘How and what teachers learn: a shifting perspective’, Journal of Curriculum Studies, 36(2), pp.257-271.
Summers, M. and Volet, S. (2010) ‘Group work does not necessarily equal collaborative learning: evidence from observations and self-reports’, European Journal of Psychology of Education, 25, pp.473-492.
Tinto, V. (1997) ‘Classrooms as communities: exploring the educational character of student persistence’, Journal of Higher Education, 68, pp.599-623. Available at: http://dx.doi.org/10.2307/2959965
van Aalst, J. (2009) ‘Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses’, International Journal of Computer-Supported Collaborative Learning, 4, pp.259-287.
Wegerif, R. and Mercer, N. (1996) ‘Computers and reasoning through talk in the classroom’, Language and Education, 10(1), pp.47-64.
Wilson, L., Ho, S. and Brookes, R.H. (2018) ‘Student perceptions of teamwork within assessment tasks in undergraduate science degrees’, Assessment and Evaluation in Higher Education, 43(5), pp.786-799.
Zhang, Z. and Bayley, J.G. (2019) ‘Peer learning for university students' learning enrichment: perspectives of undergraduate students’, Journal of Peer Learning, 12(5), pp.61-74.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
