Comparison of the Level of Collaborative Learning in a Distance Course
Abstract In this research, collaborative learning was compared in four versions of a distance course, identified as V1, V2, V3, and V4, each designed with various learning strategies. This study aimed to achieve the following objectives: 1) Compare the level of collaborative learning obtained from a distance course over time. 2) Compare the level of collaborative learning obtained in the different versions of a distance course. 3) Identify the elements that influenced collaborative learning over time. 4) Identify if the modifications in the strategies carried out in the distance course impacted the level of collaborative learning. The study design was of the non-experimental evolutionary type, with a trend and group comparison. The instrument was administered at the end of each version of the course. This instrument was named Constructivist On-Line Learning Environment Survey, or COLLES, whose dimensions measure collaborative learning in a virtual learning environment. The results showed that both Interactivity and Relevance dimensions had an upward trend during the duration of the research, while in comparing the versions of the course, V3 had the highest scores in the six dimensions of collaborative learning, in addition to this. The version had a significant impact on Interactivity, Relevance, and Peer Support dimensions. In general, all versions of the course had satisfactory results at the level of collaborative learning. However, it is concluded that, due to its structure and strategies used, V3 is the one that favored collaborative learning the most.
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Al-Hamad, N., Alhamad, A. & Al-Omari, F. (2020). Smart devices employment in teaching and learning: reality and challenges in Jordan universities. Smart Learning Environments, 7(1), 1-15. https://doi.org/10.1186/s40561-020-0115-0
Azhari, F., Jasmi, N., Abd, M., Jofrry, S., Lee, K., & Ming, L. (2020). Students’ Perceptions about Social Constructivist Learning Environment in e-learning. Indian Journal of Pharmaceutical Education and Research, 54(2), 271-278. https://doi.org/10.5530/ijper.54.2.31
Bai, S., Foon, K., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 1-20. https://doi.org/10.1016/j.edurev.2020.100322
Baker, J. (2005). Constructivist Online Learning Environment Survey. In R. Reynolds (Ed.), Handbook of Research on Electronic Surveys and Measurements (pp. 299-301). Idea Group Inc. https://doi.org/10.4018/9781591407928.ch036
Carter, C., & Hagood, D. (2019). Activity Monitor Gaming and the Next Generation Science Standards: Students Engaging with Data, Measurement Limitations, and Personal Relevance. Journal of Science Education and Technology, 28, 589-601. https://doi.org/10.1007/s10956-019-09789-5
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Fanfarelli, J. (2020). Impact of narrative and badging on learning and engagement in a psychology learning game. British Journal of Educational Technology, 51(2), 387-419. https://doi.org/10.1111/bjet.12838
Fraternali, P., & Herrera, S. (2019). Model Driven Development of Gamified Applications. Journal of Web Engineering, 18(7), 655-694. https://doi.org/10.13052/jwe1540-9589.1874
Gagné, R., Wager, W., Golas, K., & Keller, J. (2005). Principles of Instructional Design (5th Ed.). Thomson Wadsworth Leaning. https://doi.org/10.1002/pfi.4140440211
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García-Peñalvo, F. J. (2021). Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education. Sustainability, 13(4), Article 2023. https://doi.org/10.3390/su13042023
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Hurlbut, A. (2018). Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education, 32(4), 248-266. https://doi.org/10.1080/08923647.2018.1509265
Kapp, K. (2012). The Gamificaction of learning and instruction. Pfeiffer.
Lee, B., Yoon, J., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53, 1320-1329. https://doi.org/10.1016/j.compedu.2009.06.014
Loes, C. (2019). Applied Learning through Collaborative Educational Experiences. New Directions for Higher Education, 2019(188), 13-21. https://doi.org/10.1002/he.20341
Mercado, R. (2015). El Aprendizaje Colaborativo a Distancia en México. in J. Zubieta & C. Rama, La Educación a Distancia en México (pp. 97-114). UNAM. https://doi.org/10.13140/RG.2.1.1440.9360
Miguel, J., Caballé, S., & Xhafa, F. (2017). Trustworthiness for secure collaborative learning. In J. Miguel, S. Caballé y F. Xhafa (Eds.), Intelligent Data Analysis for e-Learning (pp. 25-48). Academic Press. https://doi.org/10.1016/B978-0-12-804535-0.00003-4
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Olasina, G. (2019). Human and social factors affecting the decision of students to accept e-learning. Interactive Learning Enviroment, 27(3), 363-376. https://doi.org/10.1080/10494820.2018.1474233
Pearson, J. (2005). Evaluatin e-learning enviroments in initial teacher education programmes using the online learning enviroment survey (OLES). 8th IFIP World Conference on Computers in Education, WCCE 2005 (pp. 1-9). Emerald Group Publishing LTtd.
Pearson, J., & Trinidad, S. (2005). OLES: an instrument for refining the design of e-learning environments. Journal of Computer Assisted learning, 21(6), 396-404. https://doi.org/10.1111/j.1365-2729.2005.00146.x
Pološki, N., & Aleksic, A. (2020). Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style. Education Sciences, 10(4), 1-14. https://doi.org/10.3390/educsci10040087
Poondej, C., & Lerdpornkulrat, T. (2019). Gamification in e-learning: A Moodle implementation and its effect on student engagement and performance. Interactive Technology and Smart Education, 17(1), 56-66. https://doi.org/10.1108/ITSE-06-2019-0030
Rengel, R., Pascual, E., Íñiguez, I., Martín, M., & Vasallo, B. (2019). Experiences on the Design, Creation, and Analysis of Multimedia Content to Promote Active Learning. Journal of Science Education and Technology, 28, 445-451. https://doi.org/10.1007/s10956-019-09777-9
Reyes, W., & Góngora, G. (2016). Retos en lugar de tareas: una propuesta de trabajo en línea con estudiantes de nivel superior. TEXTOS. Revista Internacional de Aprendizaje y Cibersociedad, 19(1). https://doi.org/10.37467/gka-revciber.v19.879
Reyes, W., & Quiñonez, S. (2020). Gamification in distance education: experiences in a university educational model. Revista Apertura, 12(2), 1-17. https://doi.org/10.32870/Ap.v12n2.1849
Rivero, M. (2018). Student’s perception about quality of a blended Learning environment with moodle assistance. Pixel-Bit. Revista de medios y educación, (53), 193-205. https://doi.org/10.12795/pixelbit.2018.i53.13
Sahni, S. (2018). Integrating Assessments in Innovative Learning Process. In H. Fardoun, K. Downing, & M. Mok (Eds.), The Future of Higher Education in the Middle East and Africa (pp. 105-124). Springer. https://doi.org/10.1007/978-3-319-64656-5_10
Schjoedt, L., & Sangboon, K. (2015). Control Variables: Problematic Issues and Best Practices. In K. Strang (Ed.) The Palgrave Handbook of Research Design in Business and Management. Palgrave Macmillan. https://doi.org/10.1057/9781137484956_15
Semradova, I., & Hubackova, S. (2016). Teacher responsibility in distance education. Procedia - Social and Behavioral Sciences, 217, 544-550. https://doi.org/10.1016/j.sbspro.2016.02.042
Sheldon, L. (2012). The multiplayer classroom. Cengage Learning.
Sthapornnanon, N., Sakulbumrungsil, R., Theeraroungchaisri, A., & Watcharadamrongkun, S. (2009). Social Constructivist Learning Environment in an Online Professional. American Journal of Pharmaceutical Education, 73(1), 1-9. https://doi.org/10.5688/aj730110
Stockemer, D. (2019). Quantitative Methods for the Social Sciences. Springer. https://doi.org/10.1007/978-3-319-99118-4
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 1-22. https://doi.org/10.1016/j.edurev.2020.100314
Syed-Mohamad, S., Pardi, K., Zainal, N., & Ismail, Z. (2006). Expanding nursing education through e-learning: A case study in Malaysia. In H. Park, P. Murray, & C. Delaney (Eds.), Studies in Health Technology and Informatics (Vol. 122, pp. 186-189). IMIA.
Taylor, P., & Maor, D. (2000). Assessing the efficacy of online teaching with the Constructivist On-Line Learning Environment Survey. In A. Herrmann and M.M. Kulski (Eds.), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Curtin University of Technology.
Torres-Toukoumidis, A., Ramírez-Montoya, M., & Romero-Rodríguez, L. (2019). Assessment and evaluation of games-based learning (gbl) in e-learning contexts. Education in the Knowledge Society, 19(4), 109-128. https://doi.org/10.14201/eks2018194109128
Trinidad, S., Aldridge, J., & Fraser, B. (2005). Development, validation and use of the Online Learning Environment Survey. AJET. Australasian Journal of Educational Tecnology, 21(1), 60-81. https://doi.org/10.14742/ajet.1343
UADY. (2012). Modelo Educativo para la Formación Integral. https://bit.ly/3Erovik
UADY. (2013). Plan de Desarrollo UADY Virtual 2013 - 2020. https://bit.ly/3xCVSNM
Vershitskaya, E., Mikhaylova, A., Gilmanshina, S., Dorozhkin, E., & Epaneshnikov, V. (2020). Present-day management of universities in Russia: Prospects and challenges of e-learning. Education and Information Technologies, 25, 611-621. https://doi.org/10.1007/s10639-019-09978-0
Werbach, K., & Hunter, D. (2015). Gamification Toolkit: Dynamics, Mechanics, and Components for the Win. Wharton Digital Press.
Zainuddin, Z., Wah, S., Shujahat, M., & Perera, C. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 1-23. https://doi.org/10.1016/j.edurev.2020.100326
Al-Hamad, N., Alhamad, A. & Al-Omari, F. (2020). Smart devices employment in teaching and learning: reality and challenges in Jordan universities. Smart Learning Environments, 7(1), 1-15. https://doi.org/10.1186/s40561-020-0115-0
Azhari, F., Jasmi, N., Abd, M., Jofrry, S., Lee, K., & Ming, L. (2020). Students’ Perceptions about Social Constructivist Learning Environment in e-learning. Indian Journal of Pharmaceutical Education and Research, 54(2), 271-278. https://doi.org/10.5530/ijper.54.2.31
Bai, S., Foon, K., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 1-20. https://doi.org/10.1016/j.edurev.2020.100322
Baker, J. (2005). Constructivist Online Learning Environment Survey. In R. Reynolds (Ed.), Handbook of Research on Electronic Surveys and Measurements (pp. 299-301). Idea Group Inc. https://doi.org/10.4018/9781591407928.ch036
Carter, C., & Hagood, D. (2019). Activity Monitor Gaming and the Next Generation Science Standards: Students Engaging with Data, Measurement Limitations, and Personal Relevance. Journal of Science Education and Technology, 28, 589-601. https://doi.org/10.1007/s10956-019-09789-5
Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from Stakeholers'. Compuers & Education, 144(103657). https://doi.org/10.1016/j.compedu.2019.103657
Clark, T. (2020). Distance education. In E. Iadanza (Ed.) Clinical Engineering Handbook (2nd ed.) (pp. 410-415). Academic Press. https://doi.org/10.1016/B978-0-12-813467-2.00063-8
Dougiamas, M. & Taylor, P. (2002). Interpretive analysis of an internet-based course constructed using a new courseware tool called Moodle. https://bit.ly/37oEOk9
Edmundson, A. (2006). Globalized e-learning cultural challenges. IGI Global. https://doi.org/10.4018/978-1-59904-301-2
Fajre, C., & Aranciba, V. (2000). La consigna: un manual de instrucciones para leer la escuela. Didáctica. Lengua y Literatura, 121-138.
Fanfarelli, J. (2020). Impact of narrative and badging on learning and engagement in a psychology learning game. British Journal of Educational Technology, 51(2), 387-419. https://doi.org/10.1111/bjet.12838
Fraternali, P., & Herrera, S. (2019). Model Driven Development of Gamified Applications. Journal of Web Engineering, 18(7), 655-694. https://doi.org/10.13052/jwe1540-9589.1874
Gagné, R., Wager, W., Golas, K., & Keller, J. (2005). Principles of Instructional Design (5th Ed.). Thomson Wadsworth Leaning. https://doi.org/10.1002/pfi.4140440211
García-Peñalvo, F. J.(2020). Modelo de referencia para la enseñanza no presencial en universidades presenciales. Campus Virtuales, 9(1), 41-56.
García-Peñalvo, F. J. (2021). Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education. Sustainability, 13(4), Article 2023. https://doi.org/10.3390/su13042023
Gros, B. (2005). El aprendizaje colaborativo a través de la red: límites y posibilidades. Aula de innovación educativa, (162), 44-50.
Guiter, M. & Pérez-Mateo, M. (2013). Networked collaboration: towards a definition of online collaborative learning. Theory of Education: Education and Culture in the Information Society, 14(1), 10-30. https://doi.org/10.14201/eks.9440
Hilliger, I., Ortiz-Rojas, M., Pesántez-Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz-Merino, P. J., Broos, T., Whitelock-Wainwright, A., & Pérez-Sanagustín, M. (2020). Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach. The Internet and Higher Education, 45, Article 100726. https://doi.org/10.1016/j.iheduc.2020.100726
Hurlbut, A. (2018). Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education, 32(4), 248-266. https://doi.org/10.1080/08923647.2018.1509265
Kapp, K. (2012). The Gamificaction of learning and instruction. Pfeiffer.
Lee, B., Yoon, J., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53, 1320-1329. https://doi.org/10.1016/j.compedu.2009.06.014
Loes, C. (2019). Applied Learning through Collaborative Educational Experiences. New Directions for Higher Education, 2019(188), 13-21. https://doi.org/10.1002/he.20341
Mercado, R. (2015). El Aprendizaje Colaborativo a Distancia en México. in J. Zubieta & C. Rama, La Educación a Distancia en México (pp. 97-114). UNAM. https://doi.org/10.13140/RG.2.1.1440.9360
Miguel, J., Caballé, S., & Xhafa, F. (2017). Trustworthiness for secure collaborative learning. In J. Miguel, S. Caballé y F. Xhafa (Eds.), Intelligent Data Analysis for e-Learning (pp. 25-48). Academic Press. https://doi.org/10.1016/B978-0-12-804535-0.00003-4
Neroni, J., Meijs, C., Gijselaers, H., & Kirschner, P. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1-7. https://doi.org/10.1016/j.lindif.2019.04.007
Olasina, G. (2019). Human and social factors affecting the decision of students to accept e-learning. Interactive Learning Enviroment, 27(3), 363-376. https://doi.org/10.1080/10494820.2018.1474233
Pearson, J. (2005). Evaluatin e-learning enviroments in initial teacher education programmes using the online learning enviroment survey (OLES). 8th IFIP World Conference on Computers in Education, WCCE 2005 (pp. 1-9). Emerald Group Publishing LTtd.
Pearson, J., & Trinidad, S. (2005). OLES: an instrument for refining the design of e-learning environments. Journal of Computer Assisted learning, 21(6), 396-404. https://doi.org/10.1111/j.1365-2729.2005.00146.x
Pološki, N., & Aleksic, A. (2020). Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style. Education Sciences, 10(4), 1-14. https://doi.org/10.3390/educsci10040087
Poondej, C., & Lerdpornkulrat, T. (2019). Gamification in e-learning: A Moodle implementation and its effect on student engagement and performance. Interactive Technology and Smart Education, 17(1), 56-66. https://doi.org/10.1108/ITSE-06-2019-0030
Rengel, R., Pascual, E., Íñiguez, I., Martín, M., & Vasallo, B. (2019). Experiences on the Design, Creation, and Analysis of Multimedia Content to Promote Active Learning. Journal of Science Education and Technology, 28, 445-451. https://doi.org/10.1007/s10956-019-09777-9
Reyes, W., & Góngora, G. (2016). Retos en lugar de tareas: una propuesta de trabajo en línea con estudiantes de nivel superior. TEXTOS. Revista Internacional de Aprendizaje y Cibersociedad, 19(1). https://doi.org/10.37467/gka-revciber.v19.879
Reyes, W., & Quiñonez, S. (2020). Gamification in distance education: experiences in a university educational model. Revista Apertura, 12(2), 1-17. https://doi.org/10.32870/Ap.v12n2.1849
Rivero, M. (2018). Student’s perception about quality of a blended Learning environment with moodle assistance. Pixel-Bit. Revista de medios y educación, (53), 193-205. https://doi.org/10.12795/pixelbit.2018.i53.13
Sahni, S. (2018). Integrating Assessments in Innovative Learning Process. In H. Fardoun, K. Downing, & M. Mok (Eds.), The Future of Higher Education in the Middle East and Africa (pp. 105-124). Springer. https://doi.org/10.1007/978-3-319-64656-5_10
Schjoedt, L., & Sangboon, K. (2015). Control Variables: Problematic Issues and Best Practices. In K. Strang (Ed.) The Palgrave Handbook of Research Design in Business and Management. Palgrave Macmillan. https://doi.org/10.1057/9781137484956_15
Semradova, I., & Hubackova, S. (2016). Teacher responsibility in distance education. Procedia - Social and Behavioral Sciences, 217, 544-550. https://doi.org/10.1016/j.sbspro.2016.02.042
Sheldon, L. (2012). The multiplayer classroom. Cengage Learning.
Sthapornnanon, N., Sakulbumrungsil, R., Theeraroungchaisri, A., & Watcharadamrongkun, S. (2009). Social Constructivist Learning Environment in an Online Professional. American Journal of Pharmaceutical Education, 73(1), 1-9. https://doi.org/10.5688/aj730110
Stockemer, D. (2019). Quantitative Methods for the Social Sciences. Springer. https://doi.org/10.1007/978-3-319-99118-4
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 1-22. https://doi.org/10.1016/j.edurev.2020.100314
Syed-Mohamad, S., Pardi, K., Zainal, N., & Ismail, Z. (2006). Expanding nursing education through e-learning: A case study in Malaysia. In H. Park, P. Murray, & C. Delaney (Eds.), Studies in Health Technology and Informatics (Vol. 122, pp. 186-189). IMIA.
Taylor, P., & Maor, D. (2000). Assessing the efficacy of online teaching with the Constructivist On-Line Learning Environment Survey. In A. Herrmann and M.M. Kulski (Eds.), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Curtin University of Technology.
Torres-Toukoumidis, A., Ramírez-Montoya, M., & Romero-Rodríguez, L. (2019). Assessment and evaluation of games-based learning (gbl) in e-learning contexts. Education in the Knowledge Society, 19(4), 109-128. https://doi.org/10.14201/eks2018194109128
Trinidad, S., Aldridge, J., & Fraser, B. (2005). Development, validation and use of the Online Learning Environment Survey. AJET. Australasian Journal of Educational Tecnology, 21(1), 60-81. https://doi.org/10.14742/ajet.1343
UADY. (2012). Modelo Educativo para la Formación Integral. https://bit.ly/3Erovik
UADY. (2013). Plan de Desarrollo UADY Virtual 2013 - 2020. https://bit.ly/3xCVSNM
Vershitskaya, E., Mikhaylova, A., Gilmanshina, S., Dorozhkin, E., & Epaneshnikov, V. (2020). Present-day management of universities in Russia: Prospects and challenges of e-learning. Education and Information Technologies, 25, 611-621. https://doi.org/10.1007/s10639-019-09978-0
Werbach, K., & Hunter, D. (2015). Gamification Toolkit: Dynamics, Mechanics, and Components for the Win. Wharton Digital Press.
Zainuddin, Z., Wah, S., Shujahat, M., & Perera, C. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 1-23. https://doi.org/10.1016/j.edurev.2020.100326
Reyes Cabrera, W. (2022). Comparison of the Level of Collaborative Learning in a Distance Course. Education in The Knowledge Society, 23, e23677. https://doi.org/10.14201/eks.23677
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