Online collaborative performance in group-based tasks among learners of higher education

Aini Akmar Mohd Kasim, Norizul Azida Darus, Noor Azli Affendy Lee, Asha Latha Bala Subramaniam, Junaidah Januin

Abstract


Collaborative skills have been perceived as the most important skills by learners, instructors, and employers alike in comparison to communication and entrepreneurial skills. Despite its significant role in the workplace, many find that working together with others may complicate tasks due to limited background knowledge and problems with social dynamics. There has not been a single assessment created to assess online collaboration as an integrated performance during group-based tasks. The present study, therefore, attempts to examine learners’ online collaborative performance and the dimensions contributing to effective online collaboration at the tertiary level. A mixed-method research design was adopted using surveys and interviews. A number of 508 undergraduates from local universities were given a questionnaire inquiring about their online collaborative behaviour in group work, while 30 of them were interviewed. The findings indicated that the communication tools and technological facilities category were rated the highest in online collaborative performance, whereas sharing responsibilities was rated the highest in team dynamics. There was also a significant correlation between online collaborative performance and team dynamics. Interview responses showed that learners agreed that good communication, clear goals, and team commitment were important elements for successful online collaboration. Despite the potential to enhance students’ online collaborative performance, collaborative learning is demanding for learners and educators alike.


Keywords


collaborative skills; group-based tasks; higher education; online learning; teamwork

Full Text:

PDF

References


Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22-42.

Al-Abri, A., Jamoussi, Y., Kraiem, N., & Al-Khanjari, Z. (2017). Comprehensive classification of collaboration approaches in e-learning. Telematics and Informatics, 34, 878-893. https://doi.org/10.1016/j.tele.2016.08.006

Altinay, F. (2017). Examining the role of social interaction in an online learning process. ENSAYOS, Revista de la Facultad de Education de Albacete, 32(2), 97-106.

Annamalai, N. (2018). A case study of the online interactions among ESL students to complete their narrative writing task. Malaysian Online Journal of Educational Technology, 6(1), 1-17.

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin (Ed.), Assessment and teaching of 21st century skills (pp. 17–66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2

Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1-18. https://doi.org/10.19173/irrodl.v10i3.675

Cheng, X., & Yu, J. (2015). Designing of a mobile collaboration application for student collaborative group work: Evidence from China. 48th Hawaii International Conference on System Science (pp. 554-551). IEEE. https://doi.org/10.1109/HICSS.2015.72

Coiro, J., Sparks, J., & Kulikowich, J. (2018). Assessing online collaborative inquiry and social deliberation as learners navigate multiple sources and perspectives. In I. Braten, J. Braasch, & M. McCrudden (Eds.), Handbook of multiple source use (pp. 485-501). Routledge.

Dinh, J. V., & Salas, E. (2017). Factors that influence teamwork. In E. Salas, R. Rico, & J. Passmore (Eds.), The Wiley Blackwell handbook of the psychology of team working and collaborative processes (pp. 15-41). John Wiley & Sons. https://doi.org/10.1002/9781118909997.ch2

Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (2017). Group trust, communication media, and interactivity: Toward an integrated model of online collaborative learning. Interactive Learning Environments, 26(2), 273-286. https://doi.org/10.1080/10494820.2017.1320565

Eubanks, D. L., Palanski, M., Olabisi, J., Joinson, A., & Dove, J. (2016). Team dynamics in virtual, partially distributed teams: Optimal role fulfilment. Computers in Human Behaviour, 61, 556-568. http://dx.doi.org/10.1016/j.chb.2016.03.035

Evans, C., & Waring, M. (2020). Enhancing students’ assessment feedback skills within higher education. In Oxford research encyclopedias of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.932

Gapinski, A. J. (2018). Assessment of effectiveness of teamwork skills learning in collaborative learning. The Journal of Management and Engineering Integration, 11(2), 1-15.

Garcia, C., & Privado, J. (2020). Predicting cooperative work satisfaction of autonomous groups using a wiki tool in higher education. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1764590

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cell phones, smartphones & social media. Internet and Higher Education Mobile, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. https://doi.org/10.3109/0142159X.2016.1173661

Hammond, M. (2017). Online collaboration and cooperation: The recurring importance of evidence, rationale and viability. Education and Information Technologies, 22, 1005-1024. https://doi.org/10.1007/s10639-016-9469-x

Hart Research Associates. (2015, January 20). Falling short? College learning and career success. Hart Research Associates and The Associations of American Colleges & Universities. http://hdl.voced.edu.au/10707/444884

Hernandez-Selles, N., Munoz-Carril, P., & Gonzalez-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computer & Education, 138, 1-12. https://doi.org/10.1016/j.compedu.2019.04.012

Herrera, R. F., Munoz, F. C., & Salazar, L. A. (2017). Perceptions of the development of teamwork competence in the training of undergraduate engineering students. Global Journal of Engineering Education, 19(1), 30-35.

Jeong, K-O. (2019). Online collaborative language learning for enhancing learner motivation and classroom engagement. International Journal of Contents, 15(4), 89-96.

Johnson, D. W. (1991). Cooperation in the classroom. PsycCritiques, 36(12), 1106-1107. https://doi.org/10.1037/031298

King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.) Scripting computer supported collaborative learning: Cognitive, computational and educational perspectives (pp.13-37). Springer. https://doi.org/10.1007/978-0-387-36949-5_2

Kleinsasser, R., & Hong, Y-C. (2016). Online group work design: Processes, complexities, and intricacies. TechTrends, 60, 569-576. https://doi.org/10.1007/s11528-016-0088-6

Kolm, A., de Nooijer, J., Vanherle, K., Werkman, A., Wewerka-Kreimel, D., Rachman-Elbaum, S., & van Merrienboer, J. J. G. (2022). International online collaboration competencies in higher education students: A systematic review. Journal of Studies in International Education, 26(2), 183-201. https://doi.org/10.1177/10283153211016272

Konak, A., Kulturel-Konak, S., & Cheung, G. W. (2019). Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students. Team Performance Management: An International Journal, 25(5/6), 253-278. https://doi.org/10.1108/TPM-05-2018-0035

Ku, H-Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behaviours, 29(3), 922-929. https://doi.org/10.1016/j.chb.2012.12.019

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social and Behavioural Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091

Lai, E., & Viering, M. (2012). Assessing 21st century skills: Integrating research findings. Pearson.

Le, H., Janssen, J., & Wubbles, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389

Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New literacies: A dual-level theory of the changing nature of literacy, instruction and assessment. Journal of Education, 197(2), 1-18. https://doi.org/10.1177/002205741719700202

Li, C., & Lalani, F. (2020, April 29). The Covid-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Mayweg-Paus, E., Zimmermann, M., Le, N. T., & Pinwart, N. (2021). A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies, 26, 2053–2089. https://doi.org/10.1007/s10639-020-10345-7

Mehta, J., & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.

Mirzaei, A., & Taheri, F. (2016). Task-based collaborative interaction in a CMC environment: A form-focused perspective. Teaching English Language, 10(2), 113-149.

Mohd Omar, N. A., Jusoh, Z., & Adi Kasuma, S. A. (2020). Malaysian university undergraduates’ perceptions towards comprehensive online instructions amidst COVID-19. Universal Journal of Educational Research, 8(12), 7131-7140. https://doi.org/10.13189/ujer.2020.081280

Noguera, I., Guerrero-Roldan, A-E., & Maso, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers & Education, 116, 110-129. https://doi.org/10.1016/j.compedu.2017.09.008

Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review, 27(4), 645–656. https://doi.org/10.1007/s10648-015-9312-8

OECD. (2013). PISA 2015: Draft collaborative problem solving framework. https://www.oecd.org/callsfortenders/Annex%20ID_PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf

OECD. (2017). PISA 2015: Collaborative problem-solving framework. https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf

Ramli, R. (2013). Culturally appropriate communication in Malaysia: Budi bahasa as warranty component in Malaysian discourse. Journal of Multicultural Discourses, 8(1), 65-78. https://doi.org/10.1080/17447143.2012.753895

Razali, S. N., Shahbodin, F., Hussin, H., & Bakar, N. (2014). Factors that affecting the effective online collaborative learning environment. In A. Abraham, A. K. Muda, & Y-H. Choo (Eds.), Pattern analysis, intelligent security and the internet of things (pp. 293– 302). Springer. https://doi.org/10.1007/978-3-319-17398-6_20

Robinson, H. A., Kilgore, W., & Warren, S. J. (2017). Care, communication, learner support: Designing meaningful online collaborative learning. Online Learning 21(4), 29-51.

Ruys, I., van Keer, H., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44, 349–379. https://doi.org/10.1080/00220272.2012.675355

Ryu, S., & Sandoval, W. A. (2015). The influence of group dynamics on collaborative scientific argumentation. Eurasia Journal of Mathematics, Science & Technology Education, 11(2), 335-351. https://doi.org/10.12973/eurasia.2015.1338a

Saghafian, M., & O’Neill, D. K. (2018). A phenomenological study of teamwork in online and face-to-face student teams. Higher Education, 75, 57-73. https://doi.org/10.1007/s10734-017-0122-4

Salas, E., Shuffler, M. L., Thayer, A. L., Bedwell, W. L., & Lazzara, E. H. (2015). Understanding and improving teamwork in organizations: A scientifically based practical guide. Human Resource Management, 54(4), 599-622. https://doi.org/10.1002/hrm.21628

Salleh, K. M., Sulaiman, N. L., Mohamad, M. M., & Lai, C. S. (2016). Assessing soft skills components in science and technology programs within Malaysian Technical Universities. Songklanakarin Journal of Science and Technology, 39(3), 399-405. https://doi.org/10.14456/sjst-psu.2017.43

Saqr, M., Fors, U., & Tedre, M. (2018). How the study of online collaborative learning can guide teachers and predict students’ performance in a medical course. BMC Medical Education. https://doi.org/10.1186/s12909-018-1126-1

Saqr, M., Nouri, J., & Jormanainen, I. (2019). A learning analytics of the effect of group size on social dynamics and performance in online collaborative learning. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming learning with meaningful technologies (pp. 466-479). https://doi.org/10.1007/978-3-030-29736-7_35

Scoular, C., Duckworth, D., Heard, J., & Ramalingam, D. (2020). Collaboration: Skill development framework. Australian Council for Educational Research.

Shah, D., & Chowdhury, A. (2016, December 8-11). Comparative analysis in offline and online execution of design project in collaborative learning environments [Paper presentation]. 14th International Conference on Humanizing Work and Work Environment HWWE-2016, Punjab, India.

Shahvar, S. S. (2018). Collaborative learning in online environment: An exploratory study of MLIS students’ experiences in group assignments [Unpublished doctoral dissertation]. Simmons College, School of Library and Information Science.

Sia, J. K., & Adamu, A. A. (2021). Facing the unknown: Pandemic and higher education in Malaysia. Asian Education and Development Studies, 10(2), 263-275. https://doi.org/10.1108/AEDS-05-2020-0114

Siemens, G. (2005, January). Connectivism: A learning theory for the Digital Age. International Journal of Instructional Technology & Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm

Soland, J., Hamilton, L. S., & Stecher, B. M. (2013). Measuring 21st century competencies: Guidance for educators. RAND Corporation.

Stephens, G. E., & Roberts, K. L. (2017). Facilitating collaboration in online groups. Journal of Educators Online, 14(1). https://www.thejeo.com/archive/2017_14_1/stephens_roberts

Strauss, S., & Rummel, N. (2020). Promoting interaction in online distance education: designing, implementing and supporting collaborative learning. Information and Learning Sciences, 121(5-6), 251-260. https://doi.org/10.1108/ILS-04-2020-0090

Tosuntas, S. B. (2020). Diffusion of responsibility in group work: Social loafing. Journal of Pedagogical Research, 4(3), 344-358. https://doi.org/10.33902/JPR.2020465073

Tseng, H., Wang, C. H., Ku, H. Y., & Sun, L. (2009). Key factors in online collaboration and their relationship to teamwork satisfaction. The Quarterly Review of Distance Education, 10(2), 195-206.

Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How reliable are measurement scales? External factors with indirect influence on reliability estimators. Procedia Economics and Finance, 20, 679-686. https://doi.org/10.1016/S2212-5671(15)00123-9

Vallance, M., Towndrow, P., & Wiz, C. (2010). Conditions for successful online document collaboration. Techtrends, 54, 20-24. https://doi.org/10.1007/s11528-009-0359-6

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wan Hussin, W. T. T., Harun, J., & Shukor, N. A. (2019). Online interaction in a social learning environment towards critical thinking skills: A framework. Journal of Technology and Science Education, 9(1), 4-12. http://dx.doi.org/10.3926/jotse.544

Wang, Y. (2014). Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching. System, 42, 383-39. https://doi.org/10.1016/j.system.2014.01.007




DOI: https://doi.org/10.24815/siele.v9i3.24861

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats