Enhancing Active Learning Pedagogy through Online Collaborative Learning

Maina, Elizaphan; Wagacha, Peter Waiganjo; Oboko, Robert

doi:10.4018/978-1-4666-9680-8.ch012

Cited by 7 publications

(3 citation statements)

References 51 publications

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“…The team's distance-learning teaching fits within the wider context of active learning pedagogies (Maina et al, 2016), delivering interactive and experiential learning (Gibbs, 1988) within structured, teacher-led sessions. They encourage interaction, for example during Question & Answer and activity sessions, and experimentation, for example of EndNote and referencing tools within Word documents.…”

Section: Support For Distance Programmes Before Covid-19mentioning

confidence: 99%

“We Are All Distance Learners Now”: How Distance Learning Informed a Library Team’s Response to the Covid-19 Pandemic

Wheeler

Kyprianou-Chavda

2021

Journal of Library & Information Services in Distance Learn

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This article explores the response of the Science and Engineering Library team at Manchester Metropolitan University to the Covid-19 pandemic. It examines how the team's experience supporting distance-learning programmes acted as both a dress rehearsal and a road map for Library provision during the pandemic. In particular, the changing role of staff members whilst operating in the Covid-19 setting is carefully reflected upon. The article is structured into three sections, discussing support for distance-learning programmes, distance learning and Covid-19, and the changes Covid-19 prompted within the team's operation. 19 pandemic and will cover three major themes: support for distance-learning programmes before Covid-19; the pivot to distance learning from March 2020 onwards; and reflections on the Covid-19 distance-learning experience and how it altered the roles within the team. Throughout, we will draw the distinction between students enrolled on distance-learning programmes and those enrolled in traditional face-to-face classes. The

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Section: Support For Distance Programmes Before Covid-19mentioning

confidence: 99%

“We Are All Distance Learners Now”: How Distance Learning Informed a Library Team’s Response to the Covid-19 Pandemic

Wheeler

Kyprianou-Chavda

2021

Journal of Library & Information Services in Distance Learn

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“…In higher learning institutions, technology offers rich, real-time educational resources, support capabilities, synchronized communication between learners and instructors, and between learners and other learners (Means, Toyama, Murphy, Bakia, & Jones, 2009;Schimdt & Cohen, 2013;Maina, Wagacha, & Oboko, 2016). Learning through the internet is achieved through e-learning platforms.…”

Section: Introductionmentioning

confidence: 99%

“…Online learning affords them more opportunities to collaborate in the educational process through the use of various pedagogical tools available (Mahmud, Ramachandiran & Ismail, 2016;. While online learning is criticized for lacking the physical human interaction that lecture halls offer, it nevertheless offers collaborative tools that have gained popularity in higher learning institutions, with both lecturers and students utilizing the affordances (Maina et al, 2016;Nyerere, 2016).…”

Section: Introductionmentioning

confidence: 99%

Students’ experiences and perceptions of online collaborative learning in two Kenyan universities

Kiarie

Muindi

2020

Sotls

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Modern advancements in technology have diffused into the higher education sector with electronic communication platforms being used for learning in these institutions. While course instructors are utilizing these platforms in Kenyan universities, there is a dearth of evidence on students’ experiences and perceptions of online collaborative learning tools. As such, this study sought to establish the experiences and the perceptions students have of one of the tools, namely blogs, as a learning and collaborative tool. A questionnaire with both closed and open-ended questions was administered to 71 students from a public and a private university in the country. The findings indicate that blogging enhanced interaction among fellow students and instructors and encouraged students to research further outside the classroom. However, students also experienced challenges in blogging, such as a lack of adequate infrastructure and slow internet speed. The study recommends that instructors should adopt the use of collaborative learning tools as teaching and learning moves from physical interaction to online platforms. In addition, institutions should mitigate the challenges faced by the students. This is especially so considering that students have a positive perception towards online collaborative learning. Keywords: Online learning, Collaborative learning, Blogging, Students experiences, University teaching and learningHow to cite this article:Kiarie, C. & Muindi, B. 2020. Students’ experiences and perceptions of online collaborative learning in two Kenyan universities. Scholarship of Teaching and Learning in the South. 4(2): 138-159. https://doi.org/10.36615/sotls.v4i2.130.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course

Maina

Mavengere

Manzira

et al. 2017

IFIP Advances in Information and Communication Technology

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Collaborative learning is advocated because of its pedagogical advantage, which allows knowledge construction through group discussions among learners. In a collaborative learning environment, there will be many learners with diverse cultures. The pedagogical advantages of collaborative learning include learners from different cultural orientation sharing unique learning experiences. The purpose of this study is to investigate learners' experiences in a multicultural remote collaborative learning environment among three countries, South Africa, Kenya and Finland. An Informational and Communication Technology for Development (ICT4D) course was offered to 51 online students from three Universities in the countries mentioned. The course was group-work focused and groups were comprised of students from different Universities. A questionnaire was designed and distributed online to these students. The objective of the questionnaire was to assess students' experiences in a remote collaborative, tools used and knowledge sharing in the course. Research findings indicated that students utilized well synchronous and asynchronous communication technologies but also faced challenges like time differences and unequal contribution and participation in groups. However, team work of the students was excellent owing to the fact that 17 students managed to achieve the goal of the virtual learning for ICT4D course through remote collaborative learning.

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Enhancing Active Learning Pedagogy through Online Collaborative Learning

Cited by 7 publications

References 51 publications

“We Are All Distance Learners Now”: How Distance Learning Informed a Library Team’s Response to the Covid-19 Pandemic

“We Are All Distance Learners Now”: How Distance Learning Informed a Library Team’s Response to the Covid-19 Pandemic

Students’ experiences and perceptions of online collaborative learning in two Kenyan universities

Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course

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