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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Chakyarkandiyil, Nisha
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Humanities Education Library & Information Science Social Sciences Other

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Online cooperative learning: exploring perspectives of preservice teachers after the pandemic Chakyarkandiyil, Nisha; Prakasha, G. S.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27796

Abstract

Mainly, research has explored pre-service teachers’ perspectives toward cooperative learning within face-to-face teaching. However, in a postpandemic scenario, previous research has yet to effectively explore preservice teachers’ (PSTs) perspectives toward online cooperative learning (OCL) in teacher education programs. So, recognizing the gap in the literature, this paper aims to explore the perspectives of PSTs towards OCL. The researchers employed a qualitative research design for the present study. The researchers conducted semi-structured interviews with 10 PSTs who underwent OCL during the pandemic. These PSTs may possess digital proficiency, virtual collaboration abilities, flexibility in evolving educational environments, and an enhanced understanding of online cooperative learning methodologies within modern education. Researchers employed a thematic analysis to analyze the qualitative data obtained. The various themes that emerged from the study are perceived benefits of OCL, challenges to OCL, technological proficiency, learning strategies and support, and building a supportive online learning community. Future researchers may contribute to advancing effective online learning practices by gaining a deeper understanding of pre-service teachers’ perspectives towards OCL through research on a larger scale, including various teacher education programs in various countries.
Impact of online cooperative learning strategies on self-directed learning among pre-service teachers Chakyarkandiyil, Nisha; Prakasha, G. S.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.23496

Abstract

Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies.
Co-Authors Prakasha, G. S.