Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context

: Since the advent of modern technology, accelerated by the COVID-19 pandemic, open distance learning (ODL) has become increasingly popular. ODL has emerged as a flexible mode of education that allows learners to collaborate online, breaking down geographical barriers. In the context of ODL, incorporating collaborative learning strategies has gained significant attention due to its potential to enhance the quality of education and foster a sense of community among learners. Cooperative learning in ODL is a pedagogical approach that encourages learners to actively engage with their peers, instructors, and course materials to construct knowledge. It leverages various technologies and online platforms to facilitate interactions among learners, creating a virtual classroom that transcends geographical boundaries. This systematic literature review provides insights into past studies on collaborative learning strategies, focusing on students' interest and motivation, retention, and achievements. The analysis of existing ODL practices aims to highlight the benefits and drawbacks of collaborative learning strategies in ODL. The results of this research contribute to our understanding of effective teaching methodologies in ODL. Additionally, it underscores the pressing need for innovative solutions to address the challenges of fostering collaboration among students.


Introduction:
Open Distance Learning (ODL) has emerged as a powerful paradigm in the rapidly evolving education landscape, redefining the traditional boundaries of time and space.ODL, being a dynamic and inclusive mode of education, has opened doors for learners from diverse backgrounds and geographical locations.Irwanto et al. (2022) highlighted the rising popularity of open online courses attributed to the innovative integration of technology into the education system, particularly in response to the COVID-19 outbreak, which facilitated the enhancement of students' ICT skills.This statement was further supported by Ivone, Jacobs, and Renandya (2020) that ODL, often referred to as online or remote education, has expanded significantly due to technological advancements and the increasing demand for adaptable educational options, particularly exacerbated by global events such as the COVID-19 pandemic.Ahimbisibwe et al. (2022) state that ODL is a critical consideration of digital technology, and at the same time, it offers students the ability to engage in a diverse array of higher education offerings globally from their physical locations.It also provides them with unprecedented flexibility and accessibility.However, despite its apparent advantages, ODL has potential challenges, including student isolation, disengagement, and retention concerns.In a study conducted by Van (2020), he concluded that students expressed gratitude for the support they received from their peers, emphasising various aspects of assistance such as social and emotional support, learning aids, acquired knowledge, and participation in online debates.ODL has shown significant changes in the education field.Zhu and Chikwa (2021) concluded that in Africa, some well-established universities provided ODL courses, such as the University of South Africa (UNISA) and the Zimbabwe Open University Malaysia context open distance courses were provided by some universities such as the University of Malaya, Open University Malaysia, and The National University of Malaysia.Thus, it is not an alien term for higher institution students.Kukharenko and Oleinik (2019), in their research on open distance learning for teachers at Kharkiv Polytechnic Institute, concluded that the transformative approach of distance and blended learning shifted the teaching style towards liberal guidance while fostering active student participation.
While ODL has become a beacon of flexibility and accessibility, it has formidable challenges.One of the primary hurdles is the inherent risk of student isolation.Without physical classrooms and face-toface interactions, learners enrolled in ODL programs may feel disconnected from their peers, instructors, and the broader educational community.Olugbara, Letseka, and Akintolu (2023) agreed that significant challenges arising from ODL include high student dropout rates, primarily stemming from students' isolation from peers, teachers, and institutions.This isolation can lead to disengagement, hindering the collaborative spirit essential for a holistic learning experience.Sevnarayan (2022) concluded in her study that concerns were raised about students often lost in the online learning platform, leading to limited awareness of their struggles.Majola and Mudau (2022) shed light on the role of lecturers.In some cases, lecturers had difficulties providing feedback and instructions, leading to students' struggles in completing the tasks.Blum, Stenfors, and Palmgren (2020) agreed that ODL involves applying critical behaviors or 'required drivers' where learners must share their newfound knowledge with their communities and apply MOOC experiences in real-world contexts.Thus, learners must engage in online learning to adapt the skills learned to real-life contexts.Moreover, the diverse geographical locations of ODL participants introduce technological and infrastructural disparities that can impede seamless collaboration.Access to reliable internet, compatible devices, and digital literacy skills may vary significantly among learners, potentially creating a digital divide.
Ilonga, Ashipala, and Tomas (2020) asserted that most students chose ODL due to employment commitments and flexibility.Still, the challenges faced by the students would be the delays in receiving feedback from lecturers and discriminatory practices compared to full-time students.Additionally, concerns related to retention loom large in ODL environments, as the absence of regular in-person interactions may challenge educators' ability to monitor and support students effectively.Xavier and Meneses (2022) conducted a study showing that the participants failed some online courses due to procrastination.Procrastinators struggled with low hourly constancy, resorting to deadline-driven approaches and last-minute cramming as ODL aimed for selfregulated learning and depended solely on the learner's discipline.Addressing these challenges is crucial for ensuring the success and effectiveness of collaborative learning in ODL settings, where the transformative potential of this pedagogical approach must contend with the practical realities of a dispersed and diverse learner population.To address these challenges, the concept of collaborative learning has gained prominence.
Lei and Medwell (2021) defined online collaborative learning as learners working together to share ideas and opinions, ultimately constructing collaborative products.

Results:
The  An in-depth analysis of collaborative learning in ODL has been presented in this results section.It has emphasized the importance of students working together to solve problems and learn new materials.It also addresses the challenges that have arisen, shedding light on the strengths and areas for improvement.This process enhances critical thinking and problem-solving skills and, at the same time, prepares the students for real-world applications of their academic knowledge.Besides, positive collaborative experiences also contribute to developing a supportive learning community among ODL students.The sense of shared responsibility and mutual assistance can positively impact academic performance as students will feel connected and motivated to succeed together.

Negative Effects:
Unequal Participation and Free-Riding Students: Two studies mention free riding or social loafing in online collaborative learning.Yasin et al. (2021) defined social loafing and free-riding as individuals who do not contribute to completing tasks.In their study, the control group faced problems with freerider members not contributing to the group task.One of the challenges in collaborative learning is the potential for unequal participation, with some students contributing more than others.This imbalance can negatively impact academic performance, mainly if free-riding occurs, hindering the learning experience for the entire group as the group members that contribute more will feel unfair and affect students' self-efficacy.
To overcome this issue, Yu (2023) suggested that ODL instructors keep the group smaller and create group roles so that each member has a task to complete till the end.

Time Management Issues:
The Moreover, the social interaction inherent in collaborative learning contributes to a sense of shared responsibility, encouraging students to invest more effort in their studies.

Motivation Enhancement:
Collaborative learning in ODL has a positive impact on student motivation.Hamid et al. (2021) suggest that the collaborative setting provides students with a support system, and the shared responsibility for group tasks can serve as a motivational factor.Students who engage in collaborative activities are more likely to stay motivated throughout the course, driven by a sense of accountability to their peers.This motivational enhancement is crucial in ODL, where students often face challenges related to self-discipline and self-motivation.Furthermore, collaborative learning, by its nature, promotes a sense of community and shared goals, contributing to sustained motivation throughout the course.

Strengthening Online Learning Community:
Collaborative learning contributes to forming a robust online learning community in ODL.Fidalgo et al. (2020) found that students who actively participate in collaborative activities feel more connected to their peers and the broader learning community.This sense of belonging fosters a supportive environment, encouraging students to participate more actively in discussions and collaborative projects.Developing a robust online learning community has been associated with increased student satisfaction and persistence in ODL programs.Additionally, collaborative learning, through its emphasis on shared experiences, further enhances this communitybuilding aspect of distance education.Kaur and Chowdhury (2022) and Sevnarayan (2022) support the idea that collaborative learning strengthens the online learning community.

Negative Influence: Unequal Participation and Social Dynamics:
While collaborative learning can enhance participation, it may also lead to unequal group involvement.Appavoo et al. (2019) suggest that some students may be hesitant to contribute, while others may dominate discussions, impacting the overall effectiveness of the collaborative experience.This unequal participation can hinder the development of a supportive learning community and may discourage less assertive students from actively engaging in collaborative tasks.Unequal participation is a critical issue that can diminish the effectiveness of collaborative learning experiences.Van  The integration of learning analytics has demonstrated a substantial positive impact on student engagement and performance, providing personalized feedback and guidance (Fidalgo et al., 2020).However, a moderate consistency between self-reported and actual engagement levels suggests that improved self-assessment techniques are necessary.This insight is crucial as it highlights the importance of aligning students' perceptions with their engagement in educational activities.In parallel, the study unveils challenges minority students face, including limited access to resources and cultural barriers (Johar et al., 2023).These challenges underscore the need for collaborative learning approaches that are not only inclusive but also culturally sensitive.Implementing strategies to address these challenges ensures that the benefits of education are accessible to students from diverse backgrounds.As identified in the study, the barriers to collaborative learning in online platforms reveal that students may lack the necessary skills, experience, and requirements (Appavoo et al., 2019).This limitation hampers their engagement and shapes negative attitudes toward online learning.Recognizing these barriers is crucial as collaborative learning becomes an integral aspect of education, necessitating measures to enhance skills and provide the necessary support.
Moreover, the mixed feelings expressed by students regarding Massive Open Online Courses (MOOCs) highlight the nuanced nature of their implementation (Hamid et  Lastly, the study reveals a concerning trend where approximately one-third of respondents did not participate in collaborative learning (CL), missing out on its potential benefits (Fidalgo et al., 2020).CL participants, however, utilized it to understand course content and improve grades, emphasizing the critical role of tutors in supporting and guiding collaborative learning initiatives (Fidalgo et al., 2020).Identified challenges, including insufficient infrastructure for CL meetings and a lack of awareness about CL benefits, underscore the need for targeted interventions to enhance participation and awareness.This comprehensive discussion links the various findings, highlighting the interconnected nature of challenges and opportunities in collaborative learning environments.

Conclusion:
In open distance learning (ODL), exploring collaborative learning's impact on student participation and academic outcomes has unveiled a nuanced landscape.As we delved into the positive and negative influences of collaborative learning, it became evident that this pedagogical approach is a double-edged sword, offering rich benefits while presenting significant challenges.The positive influence of collaborative learning in ODL is marked by heightened engagement, increased interest, and a strengthened sense of community.Students actively participating in collaborative activities display a genuine enthusiasm for the course material, driven by the dynamic exchange of ideas and the shared responsibility inherent in group tasks.Moreover, the collaborative experience contributes to forming a robust online learning community, fostering a sense of belonging and support vital in the distance learning landscape.However, the journey through collaborative learning in ODL is not without obstacles.Unequal participation emerges as a notable challenge, where varying levels of assertiveness and expertise can hinder the equitable contribution of all group members.This issue not only jeopardizes the academic benefits of collaboration but also threatens the overall cohesion of the learning community.Social dynamics further complicate the collaborative landscape, as diverse backgrounds, communication styles, and cultural differences impact the formation of cohesive groups.As we navigate the complexities of collaborative learning in ODL, it is crucial to recognize the need for intentional instructional design and facilitation.Educators must implement strategies to foster equal participation, create inclusive group cultures, and address interpersonal challenges.Peer evaluation and self-reflection mechanisms can serve as tools for promoting awareness of participation dynamics and cultivating a sense of accountability among students.
In conclusion, collaborative learning in opendistance settings is a dynamic force that can revolutionize the learning experience.Its positive influences on engagement, motivation, and community building underscore its value in the ODL landscape.Nevertheless, the challenges of unequal participation and social dynamics require thoughtful consideration and proactive interventions to ensure that the benefits of collaborative learning are fully realized.As we navigate this educational frontier, collaborative learning is a promising avenue for enriching the open-distance learning experience if we are mindful of its intricacies and committed to fostering an environment where every voice is heard.Every student actively participates in the collaborative journey.
Yan and Mohamad / Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008Page | 34817 results of each search stage are presented as a PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analyses) diagram in Figure 1 (Matthew et al., 2021).The initial search identified 28032 studies.Removal of 11077 studies of which the titles and abstracts were screened for exclusion or inclusion using the process described.

Figure 1 :
Figure 1: PRISMA flow diagram of the literature's searches and study selection process Marrhich et al. (2020) and Mustakim et al. (2021) also emphasize the motivational benefits of collaborative learning in the context of opendistance learning.

Methodology: Study Eligibility Criteria:
Yan and Mohamad / Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008

Table 3 Summary table of the selected studies
Yan and Mohamad / Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008Yan and Mohamad / Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008

Analysis Based on Research Questions: Research Question 1: How does collaborative learning affect the academic performance of open-distance learning students? Positive Effects: Enhanced Understanding and Knowledge Retention:
Yan and Mohamad / Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008 Yan and Mohamad / Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008 Yan and Mohamad / Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008 Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context Social Science and Humanities Journal, Vol.08, Issue.04, Page no: 34816-34830 DOI: https://doi.org/10.18535/sshj.v8i04.1008