A framework for evaluating the effectiveness of technology enabled collaborative learning

Abstract

It has been demonstrated that technology enabled collaborative learning leads to positive effects on knowledge gain, skill acquisition, and student perceptions. Thus, it’s unsurprising that instructors are adopting these collaborative technologies into their learning environments. However, the collaborative learning field lacks a framework to unite the domain’s diverse tools and theories to support better design and implementation of such environments. This study builds the Technology Enable Collaborative Learning Evaluation (TECLE) framework, which offers instructors a tool to make informed decisions on whether or not the adoption of a collaborative technology will be (or has been) beneficial to their learners. Using a DSR methodology the framework was built over 9 iterations, incorporating a literature review as well as 6 field experiments in which 6 separate technology supported learning environments were developed. The results are a novel framework, as well as insights into technology supported learning environments and the DSR methodology.

Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e‐CSAMR framework

“…Beyond SAMR's categories, bottom‐up analysis of the CL projects revealed important technological‐pedagogical components, such as: the medium in which students' collaborative artifacts were created (e.g., text, pictures, videos), the medium used for communication between students to construct or present these artifacts (face‐to‐face, synchronous or asynchronous), inter‐disciplinary project content, and types of learning choice offered to students. Our findings are consistent with previous studies, demonstrating that CL expresses the shift from a teacher‐centred learning setting to students' engagement and teamwork (Doyle & Nagle, 2019) and develops their social and communication skills (Laal et al, 2013).…”

“…One of these parameters, collaborative learning, is a key strategy for technology‐enhanced instruction. CL activities can become significantly meaningful when using digital tools that mediate access to shared content and allow users to view, like, comment, network and exchange ideas (Blau & Shamir‐Inbal, 2017; Doyle & Nagle, 2019). This leads to collaboration and engagement between team members (Al‐Samarraie & Saeed, 2018).…”

“…Teachers using such platforms in their classroom can encourage learning by producing collaborative outcomes and/or enabling students' assessment of peer learning activities (Stahl & Hesse, 2009; Blau & Shamir‐Inbal, 2016; Veramuthu & Shah, 2020). Thus, digital CL can lead to a significant shift from typical teacher‐centred instruction into collaborative classrooms based on student discussion, active learning, and peer teaching (Doyle & Nagle, 2019; Hadad et al, 2020; Laal & Laal, 2012). Such interactions with the teacher and with other learners are crucial in motivating students to learn in digital environments, as well as promoting satisfaction, enhancing learning processes and improving learning outcomes (Blau, Shamir‐Inbal & Hadad, 2020; Sung & Mayer, 2012).…”

Exploring The Readiness of Google Slides Pedagogical Practices: Perspective of Primary Teachers

“…Sumardi et al (2022) noted that the learning process centralises the teacher. Besides, Doyle et al (2019) also said that these Information and Communications Technology (ICT) skills should be used to enhance interactive learning.…”