Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools

Hernández-Sellés, Núria; Carril, Pablo César Muñoz; Sanmamed, Mercedes González

doi:10.1016/j.compedu.2019.04.012

Cited by 127 publications

(92 citation statements)

References 81 publications

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“…Online teaching has been used for more than two decades in tertiary education [8][9][10][11][12]. Online teaching encompasses innovative learning formats such as blended learning, e.g., [13], flipped classroom, e.g., [14,15], social and collaborative learning (e.g., using social media), e.g., [16], simulations and game-based learning, e.g., [17,18], synchronous and asynchronous video lectures, Evidently, beliefs influence peoples' actions by interacting with knowledge and information processing [47]. This is why teachers' beliefs about teaching and learning are crucial for establishing proper actions in classroom situations on different educational levels.…”

Section: Introductionmentioning

confidence: 99%

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

2020

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The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students’ readiness for online learning. The quantitative research goal was to evaluate German university students’ readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers’ university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided.

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Section: Introductionmentioning

confidence: 99%

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

2020

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“…In addition, students' interactions have a close relationship with emotional and social engagement [6] and sense of community [7], which is of great significance in effectively promoting the learning persistence [8]. According to the types of the interaction in online learning environments, the most eye-catching interaction is classified into three types, namely student-student (SS) interaction, student-instructor (SI) interaction, and student-content (SC) interaction [9][10][11]. These three types of interaction can provide emotional, instructional, and organizational support, further facilitating social engagement [6] and learning persistence [12].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

Huang

Han

et al. 2020

IJERPH

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Learning persistence is a critical element for successful online learning. The evidence provided by psychologists and educators has shown that students’ interaction (student-student (SS) interaction, student-instructor (SI) interaction, and student-content (SC) interaction) significantly affects their learning persistence, which is also related to their academic emotions. However, few studies explore the relations among students’ interaction, academic emotions and learning persistence in online learning environments. Furthermore, no research has focused on multi-dimensional students’ interaction and specific academic emotions. Based on person-environment interaction model and transactional distance theory, this study investigates the relationship between students’ interaction and learning persistence from the perspective of moderation and mediation of academic emotions including enjoyment, boredom, and anxiety. Data were collected from 339 students who had online learning experience in China. AMOS 22.0 (IBM, Armonk, NY, USA) and SPSS 22.0 (IBM, Armonk, NY, USA) were employed to analyze the mediating and moderating effects of academic emotions, respectively. The results revealed that students’ interaction and academic emotions directly related to learning persistence. Specifically, enjoyment, anxiety and boredom had significant mediating and moderating effects on the relationship between students’ interaction and learning persistence. Based on these findings, we further discussed the theoretical and practical implications on how to facilitate students’ learning persistence in online learning environments.

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“…Through computer networks, students could collaborate and work together with friends from other classes, groups, and teachers. The network can help learners create, analyze, and produce information and ideas more quickly and efficiently [11].…”

Section: Introductionmentioning

confidence: 99%

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Saud¹,

Basri²,

Ramly³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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This paper explored students' perceptions of strategies, impact, and challenges using online resources for foreign language learning. The study also identified challenges faced by learners in applying online resources for their language learning. The study employed a qualitative interview with four students. This case study was conducted in one public university. The participants in this study were chosen purposively due to their investment and commitment using online resources for foreign language learning. The study identified that there were several strategies used students to maximize the use of online resources, i.e., searching meaning and synonyms, testing language proficiency, writing practice, grammar exercise, and gaining teaching materials. Students found it very interactive and enhanced their learning, not only contents and language learning, but also how to use the technologies. However, some students encountered challenges, including technical problems, skill issues, and irrelevant with their interests. The study applied an in-depth exploration of the phenomenon, and the results can contribute to perceptive academic and applied knowledge to the public principally on the idea of online foreign language learning. Future study wishes to examine a significant number of sampling; the broader sample is expected to enhance the findings of this study. The prospective research also demands to be conducted within numerous academic settings. Within multiple parameters, it is expected to contribute to a broader population and encompasses our conclusion by providing a more wide-ranging spot to reinforce the findings of this study.

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Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools

Cited by 127 publications

References 81 publications

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

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