Online collaborative learning

Does it improve college students’ critical reading skills

Datos Bibliográficos

ID21632055
AutoresGülten Koşar (0000-0002-4687-4382, Department of English Language Teaching, Hatay Mustafa Kemal University, Hatay, Turkey, autor de correspondencia)
Año2023
Volumen31
Número8
Páginas5114-5126
Fecha de publicación2023-11-17
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInteractive Learning Environments (JOURNAL)
Identificadores de la revistaISSN: 1049-4820 • E-ISSN: 1744-5191
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2021.1998137
OpenAlexW3212733971
IdiomaEN
Citas recibidas5
Referencias citadas42

The improvement in critical reading skills (CRSs) plays a central part in college students’ academic achievement, in the realization of which online collaborative learning (OCL) could perform a prominent role. This mixed-methods case study sets out to examine the influence of OCL on college students’ CRSs due to the lack of research into it in the literature. To explore the impact of OCL on college students’ CRSs, sophomore pre-service English teachers’ (N = 42) CRSs were tested in the pre-treatment test before the start of an eight-week treatment, during which the participants critically evaluated the arguments in the pre-selected papers in groups of four, and in the post-treatment test subsequent to the intervention, constituting the quantitative data of the study. The qualitative data was collected from two qualitative surveys and a semi-structured interview. The findings obtained from the analysis of the quantitative data revealed that a statistically significant difference existed between the pre- and post-treatment test results, originating from the higher scores the participants got on the post-treatment test. The findings on the qualitative data demonstrated that the participants held positive views about the treatment and believed their CRSs developed considerably by virtue of immersing in OCL

Mathematics education · Pedagogy · Qualitative property · Qualitative research · Significant difference · Sociology · Computer Science · Higher Education Practises and Engagement · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology