Undergraduates vs. postgraduates attitudes toward cooperative learning in online classes in different settings

• Published in: PSU Research Review 2024-11, Vol.8 (3), p.577-591
• Main Authors: Al Fadda, Hind Abdulaziz, Haliem, Rasha Osman Abdel, Mahdi, Hassan Saleh, Alkhammash, Reem
• Format: Article
• Language: English
• Subjects: Active learning; Classrooms; Collaboration; College students; Cooperative learning; Critical thinking; Design; Distance learning; English as a second language; Group size; Higher education; Instruction; Interaction; Language level; Learning activities; Social skills; Students; Teachers; Teams
• ISSN: 2399-1747; 2398-4007; 2399-1747
• DOI: 10.1108/PRR-05-2022-0052

PurposeSubstantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in online environments. Cooperative learning activities enhance academic skills if designed effectively. This study aims to explore students’ attitudes toward cooperative learning in online learning environments.Design/methodology/approachThis study is a descriptive study. A survey was administered to 50 graduate and postgraduate students of English as a Foreign Language.FindingsResults indicated that the students had positive attitudes toward the integration of cooperative tasks in online environments. They also revealed no significant differences in the attitudes toward cooperative learning based on the students’ level (i.e. undergraduate or postgraduate) and that the students preferred small groups.Originality/valueCooperative learning is a widely researched topic, especially in higher education. However, most of the previous studies reported results of the implementation of cooperative learning in traditional classrooms. This study aimed to fill this gap by examining the impact of online tools on cooperative learning.