Opening the ‘Black Box’ of Cooperative Learning in Face-to-Face versus Computer-Supported Learning in the Time of COVID-19

Abstract

This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

The Impacts of COVID-19 on Chinese Students Studying Abroad

“…On the other hand, in the context of COVID-19, students' teaching and discussion links are completed online, while students with weak self-control are difficulty achieving long-term self-discipline. However, online teaching lacks standardized management like school teaching, which leads to students' learning and discussion process being quickly interrupted by external interference, resulting in poor learning effects [11]. And students with limited self-control face the teaching content displayed by their classmates and teachers on the screen, lack face-to-face communication between teachers and students, and it is challenging to achieve physical and mental investment.…”

Investigation of Group Dynamics in Video-conferencing Activity Facilitated by a Virtual Agent

“…When comparing face-to-face (F2F) to CSCL with predetermined static guidelines, it was found that social interactions and collaborative learning were better in CSCL (Yu and Yuizono, 2021), whereas the emotional aspects, e.g., the influence of group members on each other, creating power centres and motivation, were better in the F2F mode. The level of initial knowledge building was found to be better in F2F, but over time, the level of knowledge building was better in CSCL.…”

Respon Siswa Terhadap Pembelajaran Berkelompok Pada Pembelajaran Jarak Jauh Online

“…Kemampuan siswa untuk memberikan dukungan timbal balik membantu mereka untuk membuat kemajuan menuju prestasi bersama dalam kelompok belajar (Kristiansen, 2021). Setiap anggota komunitas berbagi minat belajar, mencari pengetahuan bersama, dan berinteraksi dengan tujuan bersama (Yu & Yuizono, 2021). Hal ini mengarahkan siswa menuju interaksi sosial dengan tujuan pengetahuan yang lebih dalam, membuat peserta bertanggung jawab atas pembelajaran rekan mereka serta pembelajaran mereka sendiri (Arra, 2021), dan dengan demikian keberhasilan satu pelajar secara positif mempengaruhi keberhasilan yang lain (Astuti & Lammers, 2017).…”

“…Berdasarkan hasil survei, menunjukkan bahwa siswa menyukai kelompok dalam ukuran kecil, pemilihan kelompok secara acak, bantuan terhadap kelompok berdasarkan kebutuhan, perlunya komunikasi yang baik antar anggota kelompok dan harus memiliki pemikiran terbuka. Hasil penelitian tersebut sejalan dengan hasil penelitian sebelumnya yang menyatakan bahwa pada pembelajaran kooperatif, guru mengatur siswa menjadi beberapa kelompok kecil untuk memecahkan masalah yang diberikan bersama-sama (Alanssari & Rubie-Davies, 2021; Khan & Inamullah, 2011;Salam, Hossain, & Rahman, 2015;Van Wyk, 2011;Yu & Yuizono, 2021). Diskusi dalam kelompok kecil mendorong interaksi dan membangkitkan minat siswa, meningkatkan pengalaman belajar siswa.…”