Collaborative Learning in Tertiary Education Classrooms: What Does It Entail?

Autor/inn/en	Awang-Hashim, Rosna; Yusof, Norhafezah; Benlahcene, Abderrahim; Kaur, Amrita; Suppiah Shanmugam, S. Kanageswari
Titel	Collaborative Learning in Tertiary Education Classrooms: What Does It Entail?
Quelle	In: Malaysian Journal of Learning and Instruction, 20 (2023) 2, S.205-232 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1675-8110
Schlagwörter	Cooperative Learning; Higher Education; Program Effectiveness; Undergraduate Students; Foreign Countries; Teacher Student Relationship; Educational Quality; Teacher Competencies; Reflection; Thinking Skills; Malaysia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Lehrkunst; Denkfähigkeit
Abstract	Purpose: Collaborative learning has been increasingly recognized as an effective approach to promote students' success in higher education. To better understand the factors that contribute to successful collaborative learning, this study applied the Biggs' presage-process-product (3P) general model of learning to investigate the role of teaching quality, student-faculty interaction, and relatedness as presage factors, collaborative learning as process factor, and reflective and integrative learning and higher-order thinking as product factors. Methodology: A cross-sectional approach was applied in this study, which included 1,892 Malaysian undergraduates. The study used the Quality of University Learning Experience (QULEX) survey to measure various constructs. First, confirmatory factor analysis (CFA) was conducted to establish the psychometric properties of the instruments. Thereafter, structural equation modeling (SEM) was employed to evaluate the latent variables relationships. Findings: Based on the findings, collaborative learning fully mediated the prediction of student-faculty interaction, teaching quality, and relatedness on reflective and integrative learning and higher-order thinking. Significance: These findings suggest that collaborative learning with social components and effective teaching maximize students' learning activities, and they should be fostered in academic institutions to improve students' academic success. Implications for improving teaching and learning are also discussed in this paper. (As Provided).
Anmerkungen	Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01