Key factors for the success of online collaborative learning in higher education: student’s perceptions
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Redalyc
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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Asociación Iberoamericana de Educación Superior a Distancia
2024
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| _version_ | 1876431502180352000 |
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| author | Pablo César Muñoz-Carril |
| author_facet | Pablo César Muñoz-Carril |
| contents | Key factors for the success of online collaborative learning in higher education: student’s perceptions Pablo César Muñoz-Carril Núria Hernández-Sellés Mercedes González-Sanmamed Educación higher education distance education group interactions university students partial least squares Online collaborative learning (CSCL) has expanded considerably following the restrictions imposed during the pandemic, leading to a need to analyse its foundations and the conditions that affect how well it is delivered. The aim of this study was to develop a model in order to analyse the key factors affecting purposeful online collaborative learning. The participants in the study were 799 students in higher education who had experienced this type of methodology. A questionnaire was created, organized into 7 constructs. This was used to produce a research model with reflective variables using the Partial Least Squares (PLS) technique, which demonstrated good predictive ability (R2=0.712). The 10 hypotheses underpinning the model were confirmed. The results indicate that variables such as satisfaction, perceptions of use and enjoyment, and group dynamics had a significant, positive influence on students’ perceptions of online collaborative learning. Mediating variables of interest were also identified, such as intra-group emotional support (R2=0.595)—with its link to perceived enjoyment—and the importance of online tools and group dynamics as fundamental elements for developing proper emotional support within the framework of CSCL processes. Finally, the results are discussed, along with their impact on improving teaching in higher education when implementing CSCL. 2024 artículo científico 1138-2783 https://www.redalyc.org/articulo.oa?id=331477742012 https://www.redalyc.org/journal/3314/331477742012/ https://www.redalyc.org/journal/3314/331477742012/html/ https://www.redalyc.org/journal/3314/331477742012/331477742012.epub https://www.redalyc.org/journal/3314/331477742012/movil https://doi.org/10.5944/ried.27.2.39093 en http://www.redalyc.org/revista.oa?id=3314 RIED-Revista Iberoamericana de Educación a Distancia application/pdf Asociación Iberoamericana de Educación Superior a Distancia RIED-Revista Iberoamericana de Educación a Distancia (España) Num.2 Vol.27 |
| format | Artículo científico |
| id | redalyc_331477742012 |
| institution | Redalyc |
| language | en |
| publishDate | 2024 |
| publisher | Asociación Iberoamericana de Educación Superior a Distancia |
| spellingShingle | Key factors for the success of online collaborative learning in higher education: student’s perceptions Pablo César Muñoz-Carril Educación higher education distance education group interactions university students partial least squares Key factors for the success of online collaborative learning in higher education: student’s perceptions Pablo César Muñoz-Carril Núria Hernández-Sellés Mercedes González-Sanmamed Educación higher education distance education group interactions university students partial least squares Online collaborative learning (CSCL) has expanded considerably following the restrictions imposed during the pandemic, leading to a need to analyse its foundations and the conditions that affect how well it is delivered. The aim of this study was to develop a model in order to analyse the key factors affecting purposeful online collaborative learning. The participants in the study were 799 students in higher education who had experienced this type of methodology. A questionnaire was created, organized into 7 constructs. This was used to produce a research model with reflective variables using the Partial Least Squares (PLS) technique, which demonstrated good predictive ability (R2=0.712). The 10 hypotheses underpinning the model were confirmed. The results indicate that variables such as satisfaction, perceptions of use and enjoyment, and group dynamics had a significant, positive influence on students’ perceptions of online collaborative learning. Mediating variables of interest were also identified, such as intra-group emotional support (R2=0.595)—with its link to perceived enjoyment—and the importance of online tools and group dynamics as fundamental elements for developing proper emotional support within the framework of CSCL processes. Finally, the results are discussed, along with their impact on improving teaching in higher education when implementing CSCL. 2024 artículo científico 1138-2783 https://www.redalyc.org/articulo.oa?id=331477742012 https://www.redalyc.org/journal/3314/331477742012/ https://www.redalyc.org/journal/3314/331477742012/html/ https://www.redalyc.org/journal/3314/331477742012/331477742012.epub https://www.redalyc.org/journal/3314/331477742012/movil https://doi.org/10.5944/ried.27.2.39093 en http://www.redalyc.org/revista.oa?id=3314 RIED-Revista Iberoamericana de Educación a Distancia application/pdf Asociación Iberoamericana de Educación Superior a Distancia RIED-Revista Iberoamericana de Educación a Distancia (España) Num.2 Vol.27 |
| title | Key factors for the success of online collaborative learning in higher education: student’s perceptions |
| topic | Educación higher education distance education group interactions university students partial least squares |
| url | https://www.redalyc.org/articulo.oa?id=331477742012 https://www.redalyc.org/journal/3314/331477742012/ https://www.redalyc.org/journal/3314/331477742012/html/ https://www.redalyc.org/journal/3314/331477742012/331477742012.epub https://www.redalyc.org/journal/3314/331477742012/movil https://doi.org/10.5944/ried.27.2.39093 |