Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

Abstract

Many universities, especially in low-income countries, have considered the potential of cloud-supported collaborative learning in planning and managing students’ learning experiences. This is because cloud tools can offer students the necessary skills for collaboration with one another and improving communication between all users. This study examined how cloud tools can help students engage in reflective thinking, knowledge sharing, cognitive engagement, and cognitive presence experiences. The impact of these experiences on students’ functional intellectual ability to construct knowledge was also examined. A quantitative questionnaire was used to collect data from 150 postgraduate students. A reflective–formative hierarchical model was developed to explain students' knowledge construction in the cloud environment. The findings revealed a positive influence of cognitive engagement, knowledge sharing, and reflective thinking on students’ knowledge construction. Outcomes from this study can help decision makers, researchers, and academicians to understand the potential of using cloud-supported collaborative tools in developing individuals’ knowledge construction.

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

“…This step could help students get involved in the cognitive construction process, and improve the quality of the discussion. This process encourages students to relate their previous knowledge and experiences with the new questions, and thus gain new insights into the new situation (Baanqud et al, 2020). The previous study found that a group can think more creatively if individual members think independently before group discussion (Chen et al, 2021…”

How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?

“…According to an extensive literature review, research in this field has generated considerable insights into the relationships between aspects of the learning environment and earning outcomes (Allen and Fraser, 2007). For example, research has shown that, in the online learning environment, instructors' use of cloud-supported collaborative tools is positively related to the development of learners' knowledge construction skills (Baanqud et al, 2020). The relationships between the learning environment and students' cognitive and affective outcomes, such as motivation, efficacy, and engagement (Allen and Fraser, 2007;Alqurashi, 2016;Xu et al, 2020), have become one of the most important lines of inquiry in studies of the learning environment.…”

“…Synchronous online learning tools facilitating students' anonymous participation in activities and instructors' timely feedback, such as bullet subtitles and instant feedback on course content in Rain Classroom, have been widely used in higher education in mainland China since the outbreak of COVID-19. Researchers have suggested that scaffolding learning using cloud computing tools can develop learners' knowledge construction and mastery experiences (Azevedo et al, 2005;Baanqud et al, 2020), which are among the key sources of self-efficacy. The use of these scaffolding tools supports students' ASE in online learning by helping them to overcome anxiety and increasing their interaction and engagement with the course material.…”

“…However, most studies on online learning have been conducted in either asynchronous online settings or blended environments (Shea et al, 2006;Hew, 2015). Very little is known about the role instructors play in synchronous learning environments (Kuo et al, 2014a;Martin et al, 2018), wherein the availability of cloud services has greatly improved the efficiency of communication between students and instructors (Baanqud et al, 2020).…”

Computation and Learning Partnerships: Lessons from Wood Architecture, Engineering, and Construction Integration

“…In the classroom, instructors can scaffold this process by providing accessible collaboration tools, as learning to share information in the cloud prepares AEC students for professional practice [68]. The more participants share information, the more investment they have in the project and the more trust is extended, so practice in using collaboration platforms supports promotive interactions [69]. In addition, shared inter-team online collaborative workspaces allow mutual visibility not only of the team products but also of their work process.…”