The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education
A Case Study of Undergraduate EFL Students
Keywords:
Collaborative learning, virtual communities, EFL students.Abstract
This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.
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References
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Smith, B. L., & MacGregor, J. T. (2009). What is collaborative learning?.
Swan, K. (2001). Virtual interaction: Design factors affecting students’ satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
Swan, K., Shen, J., & Hiltz, S.R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 45-62.
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Webb, N.M., Nemer, K., Chizhik, A., & Sugrue, B. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607-651.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
Zhang, X., Ordonez de Pablos, P., & Zhang, Y. (2012). The relationship between incentives, explicit and tacit knowledge contribution in online engineering education project. The Knowledge Society Selected Papers on Engineering Education from the 4th World Summit on the Knowledge Society.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Chen, P., Gonyea, R., & Kuh, G. (2008). Learning at a distance: Engaged or not? Innovate, 4(3).Retrieved February 26, 2008, from http://www.innovateonline.info/index.php?view=article&id=438&action=article
Christiensen, E., & Dirkinick-Holmfeld, L. (1995). Making distance learning cooperative. Retrieved May 19, 2008, from http://vbn.aau.dk/research/making_distance_learning_collaborative(125626)/
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage. Davis, E. (2006). Applied Linguistics .Language Learning,23(2), 231-244
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Riemann (Eds.), Learning in Human and Machine: Towards an Interdisciplinary Learning Science (pp. 189-211). Oxford, UK: Elsevier.
Domingo, J. (2008). Cooperative learning. Cuadernos de Trabajo Social, 21, 231-246.
Fallon, E., Walsh, S., & Prendergast, T. (2013). An activity-based approach to the learning and teaching of research methods: Measuring student engagement and learning. Irish Journal of Academic Practice, 2(1), 2.
Falloon, G. (2015). What's the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education, 84, 62-77.
Feichtner, S. B., & Davis, E. A. (1984). Why some groups fail: A survey of students' experiences with learning groups. Journal of Management Education, 9(4), 58-73.
Gaillet, L. L. (1994). An historical perspective on collaborative learning. Journal of New York of Advanced Composition, 14(1), 93-110.
Garrison, D. R. (1997). Self-directed learning: Towards a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Grabe,(1994). Recommendations on Good Practice in Applied Linguistics. British Association for Applied Linguistics.
Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1998). Learning networks: A field guide to teaching and learning online. Cambridge, MA/London, England: The MIT Press.
Harasim, L., Hiltz, S.R., Teles, L. and Turoff, M. (1995). Learning Networks A Field Guide to Teaching and Learning Online, The MIT Press, Cambridge.
Heim, M. (1993). The metaphisics of virtual reality. Oxford University Press.
Hernandez, R. (2012). Collaborative Learning: Increasing Students' Engagement Outside the Classroom. US-China Education Review, 804-812.
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. (1995). Constructivism and computer mediated communication in distance education. American Journal of Distance Education, 9(2), 7-25.
Jones, S. (1995). Understanding community in the information age. In S. Jones
Kaye, A.R. (1992). Learning Together Apart. In Kaye, A.R. (ed), Collaborative Learning Through Computer Conferencing, The Najaden Papers, Springer-Verlag,
Kearsley, G. (2000). Online education: Learning and teaching in cyberspace. Belmont, CA: Wadsworth.
Kearsley, G. (nd). Tips for training online instructors. Retrieved May 26, 2008, from http://home.sprynet.com/~gkearsley/OItips.htm
Knight, P. T., & Yorke, M. (2003). Assessment, learning and employability. Maidenhead: SRHE and Open University Press.
Laurillard, D. (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. Routledge, London
Lizzio, A., & Wilson, K. (2006). Enhancing the effectiveness of self-managed learning groups: Understanding students’ choices and concerns. Studies in Higher Education, 31(6), 689-703.
Nachmias, R., Mioduser, D., Lahav, O., & Oren, A. (2000). Learnet—a model for virtual learning communities in the world wide web. International journal of educational telecommunications, 6(2), 141-157.
Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
Panitz, T. (1997). Collaborative versus cooperative learning: A comparison of two concepts which will help us understand the underlying nature of interactive learning. Retrieved on July 24, 2003 from http://home.capecod.net/ ~tpanitz/tedsarticles/coopdefinition.htm.
Roberts, T. S. (Ed.). (2004). Online collaborative learning: Theory and practice. IGI Global.
Schmitt, N. and Celce-Murcia, M.(2002). An overview of applied Linguistics. In Schmitt, N. (ed). An Introduction to Applied Linguistics. Arnold Press.
Siemens, G. (2002). Interaction. E-Learning Course. October 8, 2002. Retrieved May 19, 2008, from http://www.elearnspace.org/Articles/Interaction.htm
Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), January 2005. Retrieved May 25, 2008, from http://www.itdl.org/Journal/Jan_05/index.htm
Silén, C., & A learning issue for students and faculty! Teaching in Higher Education,?Uhlin, L. (2008). Self-directed learning 13(4), 461-475.
Smith, B. L., & MacGregor, J. T. (2009). What is collaborative learning?.
Swan, K. (2001). Virtual interaction: Design factors affecting students’ satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
Swan, K., Shen, J., & Hiltz, S.R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 45-62.
Vygotsky, L. (1978). Mind in society: The development of psychological processes. Cambridge, M. A.: Harvard University Press.
Walker, L. (2001). Collaboration and the role of learner strategies in promoting second language acquisition in tandem learning partnerships. In J. Coleman, D. Fearney, D. Head, & R. Rix (Eds.), Language-learning futures: Issues and strategies for modern languages provision in higher education (pp. 99-114). London: CILT.
Webb, N.M., Nemer, K., Chizhik, A., & Sugrue, B. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607-651.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
Zhang, X., Ordonez de Pablos, P., & Zhang, Y. (2012). The relationship between incentives, explicit and tacit knowledge contribution in online engineering education project. The Knowledge Society Selected Papers on Engineering Education from the 4th World Summit on the Knowledge Society.
Published
2019-08-14
How to Cite
LAACHIR, A. (2019). The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education: A Case Study of Undergraduate EFL Students. International Journal of Language and Literary Studies, 1(2), 60–73. https://doi.org/10.36892/ijlls.v1i2.28
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