Unlocking the Power of Virtual Classrooms: Exploring the Impact of Cooperative Learning, Student Engagement, and Online Learning Constraints on Learning Outcomes

Authors

  • Erwin Erwin Universitas Islam Negeri Imam Bonjol Padang
  • Farida Ariani Institut Agama Islam Sumatera Barat

DOI:

https://doi.org/10.32585/jurnalkomdik.v7i2.4383

Keywords:

Virtual Class, Cooperative Learning, online learning constraints, Learning Outcome

Abstract

The impact of online learning during the COVID-19 pandemic has affected the activities, psychological conditions, and behavioral changes in adult learning, where the implementation of technology-based learning has become increasingly widespread in higher education institutions. Both professors and students have become accustomed to engaging in distance learning interactions, including those at the Faculty of Tarbiyah, Islamic Institute of West Sumatra, who have been familiar with utilizing virtual classes through collaborative learning methods. This research aims to analyze the influence of implementing virtual classes with collaborative learning methods, student engagement, and the challenges faced by students in online learning on learning outcomes. The research method used is a mixed-method convergent parallel design, involving the collection of qualitative and quantitative data. Qualitative data analysis employs descriptive analysis, while quantitative data is analyzed using a cross-sectional study design. Based on the research findings, it is evident that student learning through virtual classes at the Faculty of Tarbiyah, supported by platforms like Google Classroom, WhatsApp, and Zoom Meetings, has proven to be quite effective and has had a positive impact on students' learning achievements. The challenges encountered by students and professors during online learning include Technology Mastery, Cost, Smooth Communication, Interactive Success, Internet Signal, and Time Management. For the faculty members of Tarbiyah, it is recommended to conduct online learning based on virtual classes, involving various integrated platforms such as Google Classroom, WhatsApp, and Zoom Meetings. Additionally, preparing a comprehensive online learning guide with solutions to handle technical issues would be beneficial.

References

Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77–91.

Alkatheiri, M. S. (2022). Artificial intelligence assisted improved human-computer interactions for computer systems. Computers and Electrical Engineering, 101, 107950.

Ariani, F., Ulfatin, N., Supriyanto, A., & Arifin, I. (2022). Implementing Online Integrated Character Education and Parental Engagement in Local Cultural Values Cultivation. European Journal of Educational Research, 11(3), 1699–1714.

Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338.

Blondeel, E., Everaert, P., & Opdecam, E. (2021). And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education? Sustainability, 13(21), 12168.

Cecchini, J. A., Fernandez-Rio, J., Mendez-Gimenez, A., Gonzalez, C., Sanchez-Martínez, B., & Carriedo, A. (2021). High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility. European Journal of Teacher Education, 44(4), 486–501.

Chakraborty, I., & Maity, P. (2020). COVID-19 outbreak: Migration, effects on society, global environment and prevention. Science of the Total Environment, 728, 138882.

Clark, R. (2002). Six principles of effective e-Learning: What works and why. The E-Learning Developer’s Journal, 6(2), 1–10.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Creswell W, J. (2014). Research Design, Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE Publication, Inc.

Denzin, N. (2020). An introduction to triangulation. UNAIDS monitoring and evaluation fundamentals.

Fahyuni, E. F., Romadlon, D. A., Hadi, N., Haris, M. I., & Kholifah, N. (2020). Model aplikasi cybercounseling Islami berbasis website meningkatkan self-regulated learning. Jurnal Inovasi Teknologi Pendidikan, 7(1), 93–104.

Haitami, M., & Rengganis, A. (2021). The Dilemma of Good Governance Implementation in Indonesia during the Pandemic of Corona Virus Disease (COVID-19). JASSP, 1(1), 55–67.

Hart, S. R., Stewart, K., & Jimerson, S. R. (2011). The student engagement in schools questionnaire (SESQ) and the teacher engagement report form-new (TERF-N): Examining the preliminary evidence. Contemporary School Psychology: Formerly" The California School Psychologist", 15(1), 67–79.

Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437.

Huang, C. L., Luo, Y. F., Yang, S. C., Lu, C. M., & Chen, A.-S. (2020). Influence of students’ learning style, sense of presence, and cognitive load on learning outcomes in an immersive virtual reality learning environment. Journal of Educational Computing Research, 58(3), 596–615.

Jaramillo, A., Salinas-Cerda, J. P., & Fuentes, P. (2022). Self-Regulated Learning and Academic Performance in Chilean University Students in Virtual Mode During the Pandemic: Effect of the 4Planning App. Frontiers in Psychology, 13, 890395.

Jatisunda, M. G., Nahdi, D. S., & Suciawati, V. (2020). Virtual class during COVID 19: A self-regulated learning study of mathematics pre-service teacher. International Journal on Emerging Mathematics Education, 4(2), 81–94.

Khan, R., Jahan, A., Sultana, S., NaushaadKabir, M. M., Haider, M. Z., & Roshid, M. M. (2021). Accessing Online Instruction amidst COVID-19 in Bangladesh: barriers and Coping Strategies. Language Teaching Research Quarterly, 22, 33–48.

Krismadinata, U. V., Jalinus, N., Rizal, F., Sukardi, P. S., Ramadhani, D., Lubis, A. L., Friadi, J., Arifin, A. S. R., & Novaliendry, D. (2020). Blended learning as instructional model in vocational education: literature review. Universal Journal of Educational Research, 8(11B), 5801–5815.

Lin, M.-H., & Chen, H. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564.

Majid, M. A. A., Othman, M., Mohamad, S. F., Lim, S. A. H., & Yusof, A. (2017). Piloting for interviews in qualitative research: Operationalization and lessons learnt. International Journal of Academic Research in Business and Social Sciences, 7(4), 1073–1080.

Matussolikhah, R., & Rosy, B. (2021). Pengaruh Disiplin Belajar dan Gaya Belajar terhadap Hasil Belajar Siswa dalam Pembelajaran Daring di Masa Pandemi Covid-19. Prima Magistra: Jurnal Ilmiah Kependidikan, 2(2), 225–236.

Morrison-Smith, S., & Ruiz, J. (2020). Challenges and barriers in virtual teams: a literature review. SN Applied Sciences, 2, 1–33.

Muthmainnah, M., Rokhmat, J., & Ardhuha, J. (2017). Pengaruh penerapan metode pembelajaran fisika berbasis eksperimen virtual terhadap motivasi dan hasil belajar fisika siswa kelas X MAN 2 Mataram tahun ajaran 2014/2015. Jurnal Pendidikan Fisika Dan Teknologi, 3(1), 40–47.

Nashir, M., & Laili, R. N. (2021). English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of COVID-19 outbreak. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 250–260.

Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121.

Parker, C., Scott, S., & Geddes, A. (2019). Snowball sampling. SAGE Research Methods Foundations.

Putriana, C., & Noor, N. L. (2021). Pengaruh Pembelajaran Daring terhadap Motivasi dan Prestasi Belajar Matematika Siswa. MATH LOCUS: Jurnal Riset Dan Inovasi Pendidikan Matematika, 2(1), 1–6.

Qiang, J. (2018). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2213–2220.

Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1–21.

Reflianto, S. (2021). P., Kuswandi, D., & Widiati, U. 2021. Reading comprehension skills: The effect of online flipped classroom learning and student engagement during the COVID-19 pandemic. European Journal of Educational Research, 10(4), 1613–1624.

Rose, J., & Johnson, C. W. (2020). Contextualizing reliability and validity in qualitative research: toward more rigorous and trustworthy qualitative social science in leisure research. Journal of Leisure Research, 51(4), 432–451.

Saputri, V., Juandi, D., Herlina, S., & Anwar, V. N. (2022). Self-Regulated Learning dan Motivasi Belajar dalam Pembelajaran Matematika Secara Online: Systematic Literature Review. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 5(1), 53–60.

Schreier, M. (2018). Sampling and generalization. The SAGE Handbook of Qualitative Data Collection, 84–97.

Shute, V., & Towle, B. (2018). Adaptive e-learning. In Aptitude (pp. 105–114). Routledge.

Sianturi, J., & Panggabean, F. T. M. (2019). Implementasi Problem Based Learning (PBL) menggunakan Virtual dan Real Lab Ditinjau dari Gaya Belajar Untuk Meningkatkan Hasil Belajar Siswa. Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education), 1(2), 58–63.

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171.

Su, E. C.-Y., Hsiao, C.-H., Chen, Y.-T., & Yu, S.-H. (2021). An examination of COVID-19 mitigation efficiency among 23 countries. Healthcare, 9(6), 755.

Sugiyono, P. (2011). Metodologi penelitian kuantitatif kualitatif dan R&D. Alpabeta, Bandung.

Syarifuddin, M., Wijoyo, S. H., & Wardhono, W. S. (2021). Pengaruh Online Learning Experience Dan Gaya Belajar Terhadap Motivasi Belajar Peserta Didik SMKN 2 Malang Saat Pembelajaran Jarak Jauh (PJJ). JIPI (Jurnal Ilmiah Penelitian Dan Pembelajaran Informatika), 6(1), 94–105.

Taskiran, A. (2021). Psycho-social well-being of young learners during emergency remote teaching: General scope and suggestions for improvement. In Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy (pp. 368–385). IGI Global.

Turmuzi, M., Dasing, A. S. H., Baidowi, B., & Junaidi, J. (2021). Analisis kesulitan belajar mahasiswa secara online (e-learning) selama masa pandemi COVID-19. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 900–910.

Uriarte-Portillo, A., Ibáñez, M. B., Zatarain-Cabada, R., & Barrón-Estrada, M. L. (2023). Comparison of using an augmented reality learning tool at home and in a classroom regarding motivation and learning outcomes. Multimodal Technologies and Interaction, 7(3), 23.

Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis.

Wang, R., Han, J., Liu, C., & Xu, H. (2021). How do university students’ perceptions of the instructor’s role influence their learning outcomes and satisfaction in cloud-based virtual classrooms during the COVID-19 pandemic? Frontiers in Psychology, 12, 627443.

Weller, S. C., Vickers, B., Bernard, H. R., Blackburn, A. M., Borgatti, S., Gravlee, C. C., & Johnson, J. C. (2018). Open-ended interview questions and saturation. PloS One, 13(6), e0198606.

Wut, T., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of COVID-19: a social presence theory perspective. Asia Pacific Education Review, 22(3), 371–383.

Yeh, Y.-C., Kwok, O.-M., Chien, H.-Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors. Online Learning, 23(4), 23–41.

Yumnah, S. (2021). E-Learning Based Islamic Religious Education of Learning Media: Alternative Solutions for Online Learning During Covid-19. Nazhruna: Jurnal Pendidikan Islam, 4(2), 249–260.

Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PloS One, 16(3), e0248758.

Zhang, X., Meng, Y., de Pablos, P. O., & Sun, Y. (2019). Learning analytics in collaborative learning supported by Slack: From the perspective of engagement. Computers in Human Behavior, 92, 625–633.

Zheng, L., Xie, T., & Liu, G. (2018). Affordances of virtual reality for collaborative learning. 2018 International Joint Conference on Information, Media and Engineering (ICIME), 6–10.

Published

2023-07-31

How to Cite

Erwin, E., & Ariani, F. (2023). Unlocking the Power of Virtual Classrooms: Exploring the Impact of Cooperative Learning, Student Engagement, and Online Learning Constraints on Learning Outcomes. Jurnal Komunikasi Pendidikan, 7(2), 82–90. https://doi.org/10.32585/jurnalkomdik.v7i2.4383

Issue

Section

Artikel