Frontiers in Education, Journal Year: 2024, Volume and Issue: 9
Published: Nov. 20, 2024
Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that collaboration an effective way of learning, digital interaction can be challenging learners. Group members have to create high-quality ensure success collaborative process. Based on theoretical model determined with regard cognitive group activities (prior knowledge activation, transactivity), meta-cognitive (organization work process), and relational (group climate, participation task-related communication). Our study aims examine how students manage self-directed setting, they perceive process quality related self-reported outcomes (learning gain satisfaction). We use newly developed questionnaire assess in terms aforementioned dimensions. Furthermore, we focus associations beliefs about web-based ability perspective-taking at individual level as well sense community level. conducted quantitative within university courses were implemented asynchronously due N = 298 undergraduate teacher education rated settings (response rate 72%). The worked tasks autonomously without any guidance teacher. find differences between (meta-)cognitive factors quality, strength group-related factors. provides insights into students´ examines relationships different dimensions input outcome variables. Limitations areas further are discussed.
Language: Английский