RT info:eu-repo/semantics/article
T1 Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions
A1 Ortega Arranz, Alejandro
A1 Amarasinghe, Ishari
A1 Martínez Monés, Alejandra
A1 Asensio Pérez, Juan Ignacio
A1 Dimitriadis Damoulis, Ioannis
A1 Corrales Astorgano, Mario
A1 Hernández Leo, Davinia
K1 Hybrid learning
K1 Teacher orchestration load
K1 CSCL
K1 Jigsaw
K1 Engageli
K1 5801 Teoría y Métodos Educativos
K1 1203.17 Informática
AB The recent Covid-19 pandemic made universities rethink their traditional educational models, shifting, in some cases, to pure online or hybrid models. Hybrid settings usually involve onsite (i.e., in the classroom) and online (e.g., in a different classroom, at home) students simultaneously under the instruction of the same teacher. However, while these models provide more flexibility to students, hybridity poses additional challenges for the specific case of collaborative learning, likely increasing the teachers' orchestration load and potentially hampering fruitful interactions among learners. In order to gather empirical evidence on the impact of hybridity in collaborative learning, this paper reports a study conducted in a hybrid classroom where a Jigsaw collaborative pattern was implemented with the Engageli software. The study involved 2 teachers and 67 students enrolled in a computer science undergraduate course. Teachers' post-interviews, questionnaires and an epistemic network analysis (ENA) were used to produce study findings. Results show that teachers reported a medium-to-high orchestration load for implementing and setting up the collaborative activities in the hybrid classroom. Among the factors that contributed most to such load, teachers highlighted the creation and live management of groups and collaborative documents. Additionally, the ENA showed that teachers put much effort on monitoring group interactions and solving technical issues. Finally, we observed relevant differences on students' perceptions (e.g., satisfaction with the attention received by the teachers) based on the cohort sizes and on the students’ attendance modality (onsite vs. online).
PB Elsevier
SN 0360-1315
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/73130
UL https://uvadoc.uva.es/handle/10324/73130
LA eng
NO Computers & Education, octubre 2024, vol. 219, 105105
NO Producción Científica
DS UVaDOC
RD 19-ene-2025