Students’ Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the Uae

Lee, Jieun; Osman, Gihan

doi:10.17718/tojde.849870

Cited by 6 publications

(14 citation statements)

References 43 publications

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“…Moreover, the students felt that they enjoyed writing more than they did before due to the online collaborative environment as expressed in item 25 (M= 4.40) and the experience helped them work in a more relaxed atmosphere 20 (M= 4.37). This is in line with several studies (Farrah, 2015;Lee & Osman, 2021;Rezeki, 2017;Kalayci, 2014).…”

Section: Online Collaborative Behaviorssupporting

confidence: 92%

“…Item 28 lent support for this perception as most of the students perceived online collaborative writing as an essential experience (m=4.49). This is in line with Farrah (2015), Azodi et al (2020), and Lee and Osman (2021) who reported joyful experiences of their participants regarding receiving constructive feedback and considering collaboration as an enjoyable experience.…”

Section: Online Collaborative Behaviorssupporting

confidence: 86%

“…Using online learning tools has also produced many study results about online collaborative learning. As evidenced in several studies, online collaborative in writing is expected to influence student confidence positively, performance, and problem-solving skills (Mahyoob, 2020;Al-Nofaie, 2020;Farrah & Al-Bakry, 2020;Alahmadi & Alraddadi, 2020;Kalayci, 2014;Farrah & Tushyeh, 2010;Farrah, 2015;Rezeki, 2017;Cho, 2017;Lee & Osman, 2021).…”

Section: Introductionmentioning

confidence: 96%

“…Therefore, the theoretical framework of this study is drawn from the interactionist and socialconstructivist learning theories. Stimulated by such theoretical frameworks, several studies have been carried out so far to study the impact of online collaboration on students' performance (Kalayci, 2014;Farrah, 2016;Rezeki, 2017;Cho, 2017;Lee & Osman, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…This drive has newly encouraged researchers to investigate the benefits of online collaborative writing such as increased accuracy and fluency, social interaction, confidence, creativity, etc. (Kalayci, 2014;Farrah, 2016;Rezeki, 2017;Cho, 2017;Sarkhosh & Najafi, 2020;Lee & Osman, 2021). For example.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Alwaleedi¹

2022

AWEJ

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his study aims to examine learners’ attitudes at the Arabic Language Institute at King Abdulaziz University towards online collaborative writing during the Covid-19 Pandemic. The study was conducted in the first semester of the academic year 2021/2022. The study participants are students from the language Institute of King Abdul-Aziz University, Saudi Arabia. Forty-three students (19 males and 24 females) constituted the study population. The researcher administered a 30-item questionnaire. The results revealed that the participants held positive attitudes towards utilizing online collaborative writing activities. Moreover, they enjoyed the experience and considered online collaborative activities to be worthwhile experience. Additionally, they indicated that it improved their fluency and accuracy in writing and vocabulary use. However, they listed some challenges like lack of time and lack of equal participation from all participants. Finally, the researcher concluded with some recommendations.

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Section: Online Collaborative Behaviorssupporting

confidence: 92%

Section: Online Collaborative Behaviorssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Alwaleedi¹

2022

AWEJ

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Analysis of student attitudes towards cooperative learning in a collectivist culture: a case of South Korea

Tınmaz

Öztürk²

2022

HESWBL

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PurposeThis study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the “Student Attitudes toward Group Environments” survey (n = 427–181 female and 246 male) originally developed by Kouros and Abrami (2006).Design/methodology/approachThe purpose of this study is to unfold what factors affect the cooperative learning environment in the Higher Education context of South Korea, which is known as a collectivist society, and conduct comparative analysis on gender, department type, GPA level and school year as variables in the perception of cooperative learning. The factor analysis findings demonstrated that there are four factors influencing students' attitude about cooperative learning environments in South Korean higher education; “frustrations with group members”, “peer support”, “fairness” and “quality of product and process”. Moreover, the gender, type of department, school year and GPA variables were yielded statistically differentiating results.FindingsThe overall results showed that effective cooperative learning strategies depend on the type of culture and other demographic variables including learner's gender, department type and school year. In South Korea, known to have a collectivist culture, fairness has appeared as a new criteria needing to be considered when designing a cooperative learning environment, which is a different case than in individualistic cultures. Thus, when employing cooperative learning strategies in South Korea, educators should take learners' culture into consideration. For this, educators might utilize the final instrument of this study as a guideline or criteria to establish an effective cooperative learning environment.Originality/valueThis article provides an example from South Korea which is known as both a collectivist and high-tech country.

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Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Frania

Correia

2022

Education Sciences

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Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

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Students’ Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the Uae

Cited by 6 publications

References 43 publications

Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Attitudes of learners at the Arabic Language Institute at King Abdulaziz University towards Online Collaborative Writing during Covid-19 Pandemic

Analysis of student attitudes towards cooperative learning in a collectivist culture: a case of South Korea

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

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