Exploring collaborative learning effect in blended learning environments
Abstract
The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object‐oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy‐eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.
Lay Description
What is already known about this topic?
- In recent years, students in presence and online‐based education have been increasingly encouraged to work together, to exchange knowledge and to collaborate on their learning task (Kozlov & Große, 2016).
- Mobile collaborative learning is considered as the next move of online collaborative learning by incorporating mobility as a key and breakthrough requirement (Caballé, Xhafa, & Barolli, 2010).
- Current trends show that we need to utilize a variety of technology means to facilitate collaborative learning. We should change from exploit single technology to multiple technologies.
What this paper adds?
- Creating blended collaborative learning environments combing Moodle learning management system and mobile device installed WeChat application.
- Employing social network analysis, content analysis and questionnaires to analyse the effect of collaborative learning.
Implications for practice:
- The study offers guidance to help teachers and instructors explore exciting new opportunities for collaborative learning.
- The findings in this study could serve as a basis for future investigating on the effectiveness of collaborative learning in blended learning settings.
Number of times cited: 1
- Gi-Zen Liu, Hui-Ching Lu, Vivien Lin and Wei-Chen Hsu, Cultivating undergraduates' plagiarism avoidance knowledge and skills with an online tutorial system, Journal of Computer Assisted Learning, (2018).
