Augmentation of Collaborative Learning for Design (Engineering) Subjects in Remote Learning

V.R.V. Winson; S.T.V. Narayana; S.V. Sailaja; A.M.N. Kashyap

doi:10.61650/alj.v2i1.241

Authors

V.R.V. Winson Depth of HBS, GET, GIT Institutions, Rajahmundry, India
S.T.V. Narayana Sri Soma Constructions & Consulting, Eluru, Andhra Pradesh, India
S.V. Sailaja Teeside University, Middlesbrough, United Kingdom
A.M.N. Kashyap Jawaharlal Nehru Technological University-Hyderabad, Telangana State, India

https://doi.org/10.61650/alj.v2i1.241

Keywords:

Design Based Subjects, Learner’s Attitude, Online Collaborative Learning, Student Learning Groups

Abstract

The learning process involves sub-skills and socio-cognitive domains that are integrated into the basis of other learning processes. The current understanding of the knowledge production process entails shared cognitive responsibilities and active participation by learners in a group to develop and exchange new theories and information via online platforms. COVID-19 has prompted the education sector to create innovative methods to adequately equip students to meet international standards and tackle critical societal issues. Educators must create a conducive environment for students to learn and develop skills. Creating student learning groups (SLGs) is an intelligent decision to encourage collaboration within traditional education settings. However, further information about its use in remote learning is necessary. Effective collaborative learning methodologies are essential for studying online design-based disciplines like civil and mechanical engineering. This article explains how to teach fundamental learning ideas to kids. Studying the suitability of collaborative learning in specific design-based courses involves assessing the significance of self-efficacy and group work abilities and investigating theoretical concepts, virtual laboratories, and small projects overseen by educators following the Board of Indian Standards (I.S) Codes. This paper suggests necessary actions to tackle specific challenges in the education system. This study's findings indicate that students' receptiveness to online collaborative learning is greatly influenced by their attitude toward online learning and their experience level. The assessment results showed that the integration of online collaborative learning (OCL) positively influenced their overall development in terms of topic knowledge.

Downloads

Download data is not yet available.

References

Ahmed, M. A., & Kumalasari, N. (2023). ANDIN-MU: Development of Android-Based Descriptive Text Interactive Multimedia Materials in High School English Subjects. Assyfa Learning Journal, 1, 49–59.

Alzain, H. A. (2019). The role of social networks in supporting collaborative E-learning based on connectivism theory among students of PNU. Turkish Online Journal of Distance Education, 20(2), 46–63. https://doi.org/10.17718/tojde.557736

Angelova, M. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167–185. https://doi.org/10.1080/09588221.2014.907320

Beyer, B., Jones, C., Petoff, J., & Murphy, N. R. (2016). Site reliability engineering: How Google runs production systems. books.google.com. https://books.google.com/books?hl=en&lr=&id=_4rPCwAAQBAJ&oi=fnd&pg=PP1&dq=googlesite&ots=pBdH4DSSPl&sig=0hSQ7bIbxTBUd5OgmIcPoQvKUzE

Cahyadi, M. R., Ariansyah, F., & da Silva Santiago, P. V. (2023). Analysis of Using Pattern Finding Strategies Skills in Mathematical Problem Solving Viewed from Gender Differences. Delta-Phi: Jurnal Pendidikan Matematika, 1, 6–10.

Capdeferro, N. (2012). Are online learners frustrated with collaborative learning experiences? International Review of Research in Open and Distance Learning, 13(2), 26–44.

Castro, A. B. De. (2019). Collaborative Online International Learning to Prepare Students for Multicultural Work Environments. Nurse Educator, 44(4). https://doi.org/10.1097/NNE.0000000000000609

Choirudin, C., Sugilar, H., & Uluçay, V. (2023). TTM Magic Card Media Development! Assyfa Learning Journal, 1(2).

Chuang, H. H. (2016). Leveraging CRT awareness in creating web-based projects through use of online collaborative learning for pre-service teachers. Educational Technology Research and Development, 64(4), 857–876. https://doi.org/10.1007/s11423-016-9438-5

Curtis, D. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Network, 5(1).

Decock, L. (2021). Conceptual change and conceptual engineering: the case of colour concepts. Inquiry (United Kingdom), 64(1), 168–185. https://doi.org/10.1080/0020174X.2020.1784783

Ellis, R. A. (2016). Quality in blended learning environments – Significant differences in how students approach learning collaborations. Computers and Education, 102, 90–102. https://doi.org/10.1016/j.compedu.2016.07.006

Farhin, N., Setiawan, D., & Waluyo, E. (2023). Peningkatan hasil belajar siswa sekolah dasar melalui penerapan" project based-learning". Jurnal Penelitian Tindakan Kelas, 2.

Farida, I., Afifah, A., Nurmalitasari, D., & Naim, M. A. (2023). Penerapan Komik Matematika Islam Sebagai Upaya Meningkatkan Kemampuan Berpikir Kritis. Jurnal Penelitian Tindakan Kelas, 1, 11–17.

Fathali, S. (2018). Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach. Australasian Journal of Educational Technology, 34(4), 138–154. https://doi.org/10.14742/ajet.3629

Fung, Y. (2004). Collaborative online learning: Interaction patterns and limiting factors. Open Learning, 19(2), 135–149. https://doi.org/10.1080/0268051042000224743

Hadnagy, C. (2010). Social engineering: The art of human hacking. books.google.com. https://books.google.com/books?hl=en&lr=&id=9LpawpklYogC&oi=fnd&pg=PT7&dq=loose+part&ots=vdexGWd_TO&sig=sgBwT5gC7-uy7446VNzsTa-UrZ4

Hadwin, A. F. (2018). Challenges in online collaboration: effects of scripting shared task perceptions. International Journal of Computer-Supported Collaborative Learning, 13(3), 301–329. https://doi.org/10.1007/s11412-018-9279-9

Hasanah, N., Cholily, Y. M., & Syaifuddin, M. (2023). The Effect of Problem-Based Learning Assisted by Video Animation on Students’ Self-Efficacy and Creative Thinking Ability. Kreano, Jurnal Matematika Kreatif-Inovatif, 14(1), 61–74.

Henry, P. (2012). Integrating Online GIS into the K-12 Curricula: Lessons from the Development of a Collaborative GIS in Michigan. Journal of Geography, 111(1), 3–14. https://doi.org/10.1080/00221341.2011.549237

Hernández-Sellés, N. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers and Education, 138, 1–12. https://doi.org/10.1016/j.compedu.2019.04.012

Hilliard, J. (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 143. https://doi.org/10.1016/j.compedu.2019.103675

Hou, H. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers and Education, 57(2), 1459–1468. https://doi.org/10.1016/j.compedu.2011.02.012

Jayakodi, K. (2016). An automatic classifier for exam questions in Engineering: A process for Bloom’s taxonomy. Proceedings of 2015 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015, 195–202. https://doi.org/10.1109/TALE.2015.7386043

Karim, S., & Zoker, E. M. (2023). Technology in Mathematics Teaching and Learning: An Impact Evaluation in Selected Senior Schools in Masingbi Town. Assyfa Learning Journal, 2, 60–72.

Laila, A. R. N., Cholily, Y. M., Syaifuddin, M., Darmayanti, R., Sugianto, R., & ... (2023). Desain Modul Matematika Bilingual: Urgensi Pengembangan Media Matematika Bilingual dengan konten Islami. Assyfa Journal of Islamic Studies, 1(2).

Lee, D. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional Science, 43(5), 561–590. https://doi.org/10.1007/s11251-015-9348-7

Lestari, W. P., Ningsih, E. F., Choirudin, C., Sugianto, R., & Lestari, A. S. B. (2023). Efektivitas Model Pembelajaran Kooperatif Dengan Pendekatan Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Matematika. Jurnal Penelitian Tindakan Kelas, 1(1), 28–33.

Lin, Y. C. (2022). The evaluation of a scaffolding-based augmented reality educational board game with competition-oriented and collaboration-oriented mechanisms: differences analysis of learning effectiveness, motivation, flow, and anxiety. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2091606

Liu, Y. (2021). Online Video Learning Design of Civil Engineering and Architecture Education in Higher Vocational Education Based on Streaming Media Technology. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, 389, 657–667. https://doi.org/10.1007/978-3-030-84383-0_55

Muhammad, I., Angraini, L. M., Darmayanti, R., Sugianto, R., Usmiyatun, U., & ... (2023). Students’ Interest in Learning Mathematics Using Augmented Reality: Rasch Model Analysis. Edutechnium Journal of Educational Technology, 1(2), 89–99.

Nasiha, W., Afifah, N., & Amir, A. N. (2023). Design of a Website-Based Arabic Typing Application for Students of Arabic Language Education Program at University. Assyfa Learning Journal, 1, 12–24.

Noguera, I. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers and Education, 116, 110–129. https://doi.org/10.1016/j.compedu.2017.09.008

Nurdiansah, N. (2019). Collaboration learning: Local wisdom as source of science learning in elementary school. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012125

Nursaid, N., Faisol, M., & Rahman, A. (2023). Exploring the Shari’ah economic learning model through virtual learning: Initiatives and challenges. Assyfa Journal of Islamic Studies, 1(2).

Oliveira, I. (2011). Online group work patterns: How to promote a successful collaboration. Computers and Education, 57(1), 1348–1357. https://doi.org/10.1016/j.compedu.2011.01.017

Perera, D. (2009). Clustering and sequential pattern mining of online collaborative learning data. IEEE Transactions on Knowledge and Data Engineering, 21(6), 759–772. https://doi.org/10.1109/TKDE.2008.138

Pradana, M. D., & Uthman, Y. O. O.-O. (2023). Development of Aqidah Akhlak Learning Media" Board Game Based on Education Fun on the Theme of Commendable Morals (E-Fun A2M)" for High School Students. Assyfa Learning Journal, 1, 25–36.

Rahman, M. A. (2023). Professional development in an institution through the GROW model. Assyfa Learning Journal, 2, 112–121.

Robinson, K. (2013). The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach. Computers and Education, 62, 298–307. https://doi.org/10.1016/j.compedu.2012.11.003

Rooij, S. W. Van. (2016). Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development. Internet and Higher Education, 28, 1–7. https://doi.org/10.1016/j.iheduc.2015.08.001

Sandy, D. N., Cholily, Y. M., Zukhrufurrohmah, Z., & Ummah, S. K. (2022). Pengembangan Flipbook Bermuatan Literasi Numerasi untuk Meningkatkan Kemampuan Komunikasi Matematis. Jurnal Tadris Matematika, 5(2), 135–148.

Santiago, P., Alves, F. R. V, & Darmayanti, R. (2023). GeoGebra in the light of the Semiotic Representation Registers Theory: an international Olympic didactic sequence. Assyfa Learning Journal, 1(2), 73–90.

Schabas, A. (2023). Game-Based Science Learning: What are the Problems with Teachers Practicing It in Class? Assyfa Learning Journal, 2, 91–105.

Splichal, J. M. (2018). Regulation of collaboration in project-based learning mediated by CSCL scripting reflection. Computers and Education, 125, 132–145. https://doi.org/10.1016/j.compedu.2018.06.003

Strauß, S. (2021). Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter? International Journal of Computer-Supported Collaborative Learning, 16(1), 67–104. https://doi.org/10.1007/s11412-021-09340-y

Su, Y. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5), 556–586. https://doi.org/10.1080/09588221.2018.1527363

Suharsiwi, S., Lestari, J. T., & Karim, S. (2023). Islamic content-based learning: Kindergarten illustrated narrative song" Lulu and Tom". Assyfa Journal of Islamic Studies, 1(1).

Suwantarathip, O. (2014). The effects of collaborative writing activity using Google docs on students’ writing abilities. Turkish Online Journal of Educational Technology, 13(2), 148–156.

Utomo, D. P., Amaliyah, T. Z., Darmayanti, R., Usmiyatun, U., & Choirudin, C. (2023). Students’ Intuitive Thinking Process in Solving Geometry Tasks from the Van Hiele Level. JTAM (Jurnal Teori Dan Aplikasi Matematika), 7(1), 139–149.

vanOostveen, R. (2019). Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning. Education and Information Technologies, 24(2), 1863–1900. https://doi.org/10.1007/s10639-018-9686-6

Vedianty, A. S. A., Darmayanti, R., Lestari, A. S. B., Rayungsari, M., & ... (2023). What is the need for" UBUR-UBUR GABUT" media and its urgency in high school mathematics learning. Assyfa International Scientific Journal, 1(1).

Wang, C. M. (2011). Instructional design for cross-cultural online collaboration: Grouping strategies and assignment design. Australasian Journal of Educational Technology, 27(2), 243–258. https://doi.org/10.14742/ajet.968

Wang, Q. (2010). Using online shared workspaces to support group collaborative learning. Computers and Education, 55(3), 1270–1276. https://doi.org/10.1016/j.compedu.2010.05.023

Wendt, J. L. (2014). The effect of online collaboration on middle school student science misconceptions as an aspect of science literacy. Journal of Research in Science Teaching, 51(9), 1103–1118. https://doi.org/10.1002/tea.21169

Wendt, J. L. (2015). The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science. Journal of Science Education and Technology, 24(5), 671–683. https://doi.org/10.1007/s10956-015-9556-6

Widyahastuti, F. (2017). How active are K-12 students using Edmodo as online motivation, interaction and collaboration tools for learning process? Proceedings - 2017 10th International Conference on Human System Interactions, HSI 2017, 94–97. https://doi.org/10.1109/HSI.2017.8005005

Winson, V. R. V, Arunkumar, V., & Rao, D. P. (2023). Exploring the Landscape of Teaching and Learning English as a Second Language in India. Assyfa Learning Journal, 2, 104–111.

Wise, A. (2011). Analyzing temporal patterns of knowledge construction in a role-based online discussion. International Journal of Computer-Supported Collaborative Learning, 6(3), 445–470. https://doi.org/10.1007/s11412-011-9120-1

Wise, A. F. (2014). Attending to others’ posts in asynchronous discussions: Learners’ online “listening” and its relationship to speaking. International Journal of Computer-Supported Collaborative Learning, 9(2), 185–209. https://doi.org/10.1007/s11412-014-9192-9

Xie, K. (2018). Detecting leadership in peer-moderated online collaborative learning through text mining and social network analysis. Internet and Higher Education, 38, 9–17. https://doi.org/10.1016/j.iheduc.2018.04.002

Yilmaz, R. (2020a). Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes. Journal of Computing in Higher Education, 32(3), 628–654. https://doi.org/10.1007/s12528-020-09250-2

Yilmaz, R. (2020b). Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes. Journal of Computing in Higher Education, 32(3), 628–654. https://doi.org/10.1007/s12528-020-09250-2

Yücel, Ü. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers and Education, 97, 31–48. https://doi.org/10.1016/j.compedu.2016.02.015

Yulianeta, Y., Faisol, M., & Hazarika, A. (2024). Apakah penggunaan role play sebagai salah satu metode untuk meningkatkan kemampuan berbicara siswa efektif? Jurnal Penelitian Tindakan Kelas, 3.

Zahroh, U., Rachmawati, N. I., Drmayanti, R., & Tantrianingrum, T. (2023). “Guidelines” for collaborative learning in 21st century education at Madrasah Tsanawiyah. Assyfa Journal of Islamic Studies, 1(2).

Zamzam, R., Novitasari, D. R., & Suharsiwi, S. (2023). “ RAISE” exploration of science challenges and cultural values improves learning outcomes. Assyfa Journal of Multidisciplinary Education, 1(1).

Zhang, Z. (2021). Language learners’ enjoyment and emotion regulation in online collaborative learning. System, 98. https://doi.org/10.1016/j.system.2021.102478

Zhao, H. (2014). Participation, interaction and social presence: An exploratory study of collaboration in online peer review groups. British Journal of Educational Technology, 45(5), 807–819. https://doi.org/10.1111/bjet.12094