Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context
Abstract
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.
References
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29. Yasin, B., Burhan, O. K., Fata, I. A., Mustafa, F., & Komariah, E. (2021). “It’s Unfair” The Effect of Free Riding And Social Loafing of Group Discussion In Cooperative Learning. Proceedings of AICS-Social Sciences, 11, 222-228.
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2. Ahimbisibwe, B.T., Willis, S. Catherall, S., Butler, F. & Harrison, R. (2022). A Systematic Review of peer-assisted learning in entirely online higher education distance learning programs. Open Learning: The Journal of Open, Distance and E-Learning, 37(3),251-272 https://doi.org/10.1080/02680513.2020.1758651
3. Appavoo, P., Sukon, K.S., Gokhool, A.C. & Gooria,V. (2019). Why Does Collaborative Learning Not Always Work Even When The Appropriate Tools Are Available? Turkish Online Journal of Distance Education,20(4),11-31.
4. Buchem, I. (2023). Scaling-up social learning in small groups with robot-supported collaborative learning (RSCL): Effects of learners’ prior experience in the case study of planning poker with the robot NAO. Applied Sciences, 13(7), 4106. doi:https://doi.org/10.3390/app13074106
5. Blum, E. R., Stenfors, T., & Palmgren, P. J. (2020). Benefits of massive open online course participation: deductive thematic analysis. Journal of medical Internet research, 22(7), e17318.
6. Demosthenous, G., Panaoura, A., & Eteokleous, N. (2020). The use of collaborative assignment in online learning environments: The case of higher education. International Journal of Technology in Education and Science (IJTES), 4(2), 108–117.
7. Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International journal of educational Technology in Higher Education, 17(1), 1-18.
8. Han, F. (2023). Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses: How does it influence students’ academic learning outcomes? PLoS One, 18(6) doi:https://doi.org/10.1371/journal.pone.0286549
9. Hamid, S.N.M., Lee, T.T., Taha, H., Rahim, N.A., & Sharif, A.M. (2021). E-Content Module for Chemistry Massive Open Online Course (MOOC): Development and Students’ Perceptions. Journal of Technology and Science Education, 11(1), 67-92. https://doi.org/10.3926/jotse.1074
10. Horn, R. S. (2019). Triple threat, double jeopardy: An examination of mentoring on the career trajectories of african american women in higher education (Order No. 28861730). Available from Publicly Available Content Database. (2606856721). Retrieved from https://www.proquest.com/dissertations-theses/triple-threat-double-jeopardy-examination/docview/2606856721/se-2
11. Irwanto, I., Wahyudiati, D., Saputro, A. D., & Lukman, I. R. (2023). Massive open online courses (MOOCs) in higher education: A bibliometric analysis (2012-2022). IJIET: International Journal of Information and Education Technology, 13(2), 223-231.
12. Ilonga, A., Ashipala, D. O., & Tomas, N. (2020). Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning. International Journal of Higher Education, 9(4), 116-127.
13. Johar, N. A., Kew, S. N., Tasir, Z., & Koh, E. (2023). Learning analytics on student engagement to enhance students’ learning performance: A systematic review. Sustainability, 15(10), 7849. doi: https://doi.org/10.3390/su15107849
14. Kaur, N., & Chowdhury, T. A. (2022). Dynamics and causal factors of team satisfaction in an open and distance learning collaborative writing class. Malaysian Journal of Learning & Instruction, 19(2), 123–152. https://doi.org/10.32890/mjli2022.19.2.5
15. Kazondovi, C., Isaacs, A. &Lwendo, S.B. (2022). The Challenges Distance Education Students Experience during Their Education Degree Program in the Faculty of Education at the University of Namibia, Kukharenko, V. M., & Oleinik, T. (2019). Open distance learning for teachers (Doctoral dissertation).Canadian Center of Science and Education,12(2),54-60. https:// doi:10.5539/hes.v12n2p54
16. Matthew J. Page, Joanne E. McKenzie, Patrick M. Bossuyt, Isabelle Boutron, Tammy C. Hoffmann, Cynthia D. Mulrow, Larissa Shamseer, Jennifer M. Tetzlaff, Elie A. Akl, Sue E. Brennan, Roger Chou, Julie Glanville, Jeremy M. Grimshaw, Asbjørn Hróbjartsson, Manoj M. Lalu, Tianjing Li, Elizabeth W. Loder, Evan Mayo-Wilson, Steve McDonald, Luke A. McGuinness, Lesley A. Stewart, James Thomas, Andrea C. Tricco, Vivian A. Welch, Penny Whiting, David Moher, The PRISMA 2020 statement: An updated guideline for reporting systematic reviews, International Journal of Surgery, Volume 88,2021,105906, ISSN 1743-9191,https://doi.org/10.1016/j.ijsu.2021.105906.
17. Majola, M. X., & Mudau, P. K. (2022). Lecturers' Experiences of Administering Online Examinations at a South African Open Distance E-Learning University during the COVID-19 Pandemic. International Journal of Educational Methodology, 8(2), 275-283.
18. Mustakim, M., Trisnaningsih, T., & Adha, M. M. (2021). The effectiveness of online collaborative learning during Covid-19 pandemic. In Advances in Social Science, Education and Humanities Research, Volume 513 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) (Vol. 513, pp. 256-262). Atlantis Press SARL.
19. Marrhich, A., Lafram, I., Berbiche, N., & El Alami, J. (2020). A khan framework-based approach to successful MOOCs integration in the academic context. International Journal of Emerging Technologies in Learning (iJET), 15(12), 4-19.
20. Margaliot,A., Gorev,D. & Vaisman, (2018). How Student Teachers Describe the Online Collaborative Learning Experience and Evaluates Its Contribution to Their Learning and Their Future Work as Teachers.Journal of Digital Learning in Teacher Education,34(2).
21. Olugbara, C. T., Letseka, M., & Akintolu, M. (2023). Student Support as a Panacea for Enhancing Student Success in an Open Distance Learning Environment. Journal of Educators Online, 20(3), n3.
22. Singh, P., Alhassan, I., Binsaif, N., & Alhussain, T. (2023). Standard measuring of E-learning to assess the quality level of E-learning outcomes: Saudi electronic university case study. Sustainability, 15(1), 844. doi:https://doi.org/10.3390/su15010844
23. Sevnarayan, K. (2022). A trajectory towards a culture of quality: A phenomenological study of an open distance learning University in South Africa and in China. Research in Social Sciences and Technology, 7(3), 49-64.
24. Tarazi, A., & Ruiz-Cecilia, R. (2023). Students’ perceptions towards the role of online teaching platforms in enhancing online engagement and academic performance levels in palestinian higher education institutions. Education Sciences, 13(5), 449. doi:https://doi.org/10.3390/educsci13050449
25. Van Den BERG, G. (2020). Context matters: Student experiences of interaction in open distance learning. Turkish Online Journal of Distance Education, 21(4), 223-236.
26. Wang, Z. & Zhu, C. (2019). MOOC-based flipped learning in higher education: students’ participation, experience, and learning performance. International Journal of Educational Technology in Higher Education,16(33),1–18. https://doi.org/10.1186/s41239-019-0163-0
27. Xavier, M., & Meneses, J. (2022). Persistence and time challenges in an open online university: a case study of the experiences of first-year learners. International Journal of Educational Technology in Higher Education, 19(1), 1-17.
28. Yu, X. (2023). Make the Collaborative Learning Engaging: Guideline for Higher Education Teachers to Implement Effective Group Work. Curriculum and Teaching Methodology, 6(2), 95–103.
29. Yasin, B., Burhan, O. K., Fata, I. A., Mustafa, F., & Komariah, E. (2021). “It’s Unfair” The Effect of Free Riding And Social Loafing of Group Discussion In Cooperative Learning. Proceedings of AICS-Social Sciences, 11, 222-228.
30. Zia, U. R. (2023). Trends and challenges of technology-enhanced learning in geotechnical engineering education. Sustainability, 15(10), 7972. https://doi.org/10.3390/su15107972
31. Zhu, X., & Chikwa, G. (2021). An exploration of China-Africa cooperation in higher education: Opportunities and challenges in open distance learning. Open Praxis, 13(1), 7-19.
Authors
[1]
“Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context”, Soc. sci. humanities j., vol. 8, no. 04, pp. 34816–34830, Apr. 2024, doi: 10.18535/sshj.v8i04.1008.
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