Student Perceptions of a Synchronous Online Cooperative Learning Course in a Japanese Women’s University during the COVID-19 Pandemic

Abstract

As the coronavirus disease 2019 (COVID-19) pandemic expanded worldwide, most Japanese universities launched online learning as an emergent measure; hence, securing the quality of online learning remains a challenge. This study aimed to understand reasons behind students’ preferred mode of online learning during the pandemic and to explore the impact of online cooperative learning on students’ class participation by analyzing their voluntary comments. A qualitative content analysis identified three factors that are related to students’ decisions and motivation about participating in synchronous online classes: mutuality resulting from interaction, the impact of COVID-19 on their life and learning, and individual circumstances. This small-scale study was conducted under the unusual circumstance of the pandemic, and the quality of student interaction was excluded from the analysis. However, their enjoyment arising from interaction encouraged their participation in a synchronous class and discussion. They expressed themselves and listened to others attentively, creating a favorable climate for learning. Students’ positive interdependence observed in this study suggests that cooperative learning cultivates a classroom culture where students are willing to contribute without the fear of losing face. This study indicated that participation, cooperation, and active engagement create a positive feedback loop, promoting each aspect even in an online setting.

Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study

“…Several case studies were conducted [18][19][20] but these, too, focused on specific departments or modules within a university. Both qualitative [21,22] and quantitative research [8,[23][24][25][26] was conducted, both in developing [27][28][29][30], and developed countries [31][32][33] as well as in post-communist countries [34,35].…”

Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

“…The concept of active learning refers to activities that induce students in a thinking process about the new information and connect it with experience or knowledge [42,44]. There is a great variety of activities that can be considered as active learning, such as discussion in small groups, peer activities, individual activities that required a mental effort, interactions, study cases, problem resolution, laboratories, quizzes, and games, all of them have to guarantee that students think effectively [42][43][44][45][46]. The advantages include that students feel more secure sharing their ideas in small groups, developing critical thinking, retaining new knowledge, developing communication and leadership skills, and feeling more motivated and interested [42,[44][45][46][47].…”

Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions

“…The great benefit of synchronous learning is that it makes students feel connected with their instructors and peers due to face communications presented in instruction. Students can have an active discussion, cooperation, immediate feedback, personal contact with the instructor and classmates and individual guidance (Sugino, 2021). For EFL learning, Ozdal et al (2021) found that although online language learning was not as effective as in-person learning, students preferred synchronous learning to asynchronous courses because they offer a similar experience as face-to-face learning.…”