Can Online Collaborative Works Offer a Solution to the Over Crowded Classes in Egyptian Universities?

Abstract

This study investigates tutors' perception towards students' group work when they learn online as a proposed solution for overcrowded classes. The study context is the Egyptian Higher Education (HE) system and the research participants were 20 HE tutors who either teach in a blended learning environment or virtual classroom. This research adopted a phenomenological qualitative approach and data were collected through focus groups and one-to-one interviews. The study concluded that online collaborative learning offers opportunities for studying outside the standard brick-andmortar classroom and potentially overcoming the problem of overcrowded classes. Although such option has certain advantages, it also presents its own challenges. Tutors acknowledged the benefits of online collaborative learning; however, the tutors also raised some cultural and pedagogical concerns they deemed as hindrances to the learning effectiveness as a whole. Recommendations concerning the effective implementation of online collaborative learning are given.

Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

“…Ismail and Gary [34] examine tutors' attitudes about students' group work while they learn online as a potential solution to classroom overcrowding.…”

“…Ismail and Gary [34] recommend the R2D2 model of [6] for autonomous learning because it outlines a variety of learning activities for various individual learners. Another study by Pinchot et al [32,35,36] led to the conclusion that the model proposed in the booklet of activities was effective in integrating ICTs into the second-language learning process while also innovating with the approaches utilised to incorporate pedagogic techniques in this sort of class.…”

Reflection of Academicians in Using Blended Learning

“…However, in universities, the number of students in some classes is more than this number. In order to solve the workload problem, it is recommended that educators make the planning in balanced way (Killian & Woods, 2018), conduct their lessons with collaborative studies when necessary and appropriate (Ismail & Kinchin, 2019), and create harmonious collaborations between educators (Vangrieken, Dochy, Raes, & Kyndt, 2015). Integrating appropriate Web2.0 and Web 3.0 technologies into education and using methods that facilitate blended learning like flipped classrooms might eliminate stated problems and academicians would like to use blended learning in the future.…”

Exploring Group Dynamics in The Arabic Classroom Using Tucker’s Development

“…Godek (2004) mentioned the issues are choosing the best task for working in groups, classroom dimensions for group work, group sizes appropriate for each group and choosing the best working groups to make the learners comfortable in their own group. It is very hard for the instructors to monitor the correct information and wrong information distributed among the group of work, there maybe the discussions about learning topics course syllabus since the cooperation among the learners and the learner may not listen to the instructors anymore since there are other person who can be their source of information (Ismail & Kinchin, 2019).…”

“…On behalf of the learners, they have to face the other issues. Some problems facing among group members even in face-to-face classes or virtual, which are personal conflicts among members of the group, unwilling to participate, and inability to negotiate (Ismail & Kinchin, 2019). The learner's shyness, anxious and ignoring some members while learning may affect cooperative learning negatively when they need other members help (Alfares, 2017).…”