This paper examined the effect of using an online collaborative learning platform on students’ learning outcomes in higher education. An online collaborative learning platform called GMoodle was implemented at The Education University of Hong Kong. To investigate the benefits and drawbacks of online collaborative learning, students were invited to complete the pre‐test and post‐test questionnaires to evaluate their learning outcomes. The quantitative and qualitative studies of 75 undergraduate students were conducted based on the pre‐test and post‐test questionnaires and focus group interviews, and the results showed that students’ learning outcomes especially self‐management skills and collaborative skills were enhanced through the online collaborative activities. In the pilot study, training was provided for in‐service and pre‐service teachers. Most of them reflected that GMoodle is a useful platform for educators to understand students’ learning progress, promote active collaboration and facilitate team teaching across different disciplines. Not only the students but also the teachers benefited from this online learning platform for collaborative learning, fair assessment, and team teaching. Copyright © 2019 The author.
|Conference||2019 The 3rd International Conference on Education and E-Learning (ICEEL 2019) and 2019 The 9th International Conference on Languages, Literature and Linguistics (ICLLL 2019)|
|Period||05/11/19 → 07/11/19|
Lam, W. M. W., Xie, H., Liu, Y. W. D., & Yung, K. W. H. (2019, November). Investigating the effect of online collaborative learning on students’ learning outcomes in higher education. Paper presented at The 3rd International Conference on Education and E-Learning (ICEEL 2019), University of Barcelona, Barcelona, Spain.
- TDG project code: T0210
- Period: TDG 2018-2019
- Teaching Development Grant (TDG)
- Teaching Development Grant (TDG) Output
- No. of participants: around 100 conference participants
- Alt. title: Investigating online collaborative learning on students' learning outcomes in higher education 2019