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Factors Affecting Students' Learning Performance through Collaborative Learning and Engagement

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Title: Factors Affecting Students' Learning Performance through Collaborative Learning and Engagement
Language: English
Authors: Qureshi, Muhammad Asif, Khaskheli, Asadullah (ORCID 0000-0002-1720-8022), Qureshi, Jawaid Ahm, Raza, Syed Ali, Yousufi, Sara Qamar (ORCID 0000-0002-7337-413X)
Source: Interactive Learning Environments. 2023 31(4):2371-2391.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Achievement, Learner Engagement, Cooperative Learning, Active Learning, Foreign Countries, Undergraduate Students, Graduate Students
Geographic Terms: Pakistan
DOI: 10.1080/10494820.2021.1884886
ISSN: 1049-4820
1744-5191
Abstract: In higher educational institutes, developing classrooms for active learning is becoming a part of comprehensive educational drive for students involving and engaging in learning. For this purpose, influence of social factors on collaborative learning and engagement has been investigated which will influence learning performance of students. The study looked at following areas: (1) the ability of social factors for developing collaborative learning and engagement; and (2) whether collaborative learning and engagement mediate a link between social factors and student's learning performance. Constructivism theory has been utilized to observe the student's learning behavior. Data have been collected through questionnaires from university students. Findings evaluated through structural equation modeling (SEM), shows that social factors, i.e. interaction with peers and teachers, social presence, and usage of social media positively impact active collaborative learning and student involvement, thus affecting their learning performance. The findings also provide evidence for double mediation used in this study. As online learning is becoming more prevalent in education, it has been concluded that overall collaborative learning and engagement with influence of social factors improve activities of students learning; therefore, their usage should be stimulated in teaching and learning in higher educational institutions as it influences students' academic development.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391406
Database: ERIC
FullText Text:
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  Data: Factors Affecting Students' Learning Performance through Collaborative Learning and Engagement
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  Data: <searchLink fieldCode="AR" term="%22Qureshi%2C+Muhammad+Asif%22">Qureshi, Muhammad Asif</searchLink><br /><searchLink fieldCode="AR" term="%22Khaskheli%2C+Asadullah%22">Khaskheli, Asadullah</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1720-8022">0000-0002-1720-8022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qureshi%2C+Jawaid+Ahm%22">Qureshi, Jawaid Ahm</searchLink><br /><searchLink fieldCode="AR" term="%22Raza%2C+Syed+Ali%22">Raza, Syed Ali</searchLink><br /><searchLink fieldCode="AR" term="%22Yousufi%2C+Sara+Qamar%22">Yousufi, Sara Qamar</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7337-413X">0000-0002-7337-413X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2023 31(4):2371-2391.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 21
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 10.1080/10494820.2021.1884886
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In higher educational institutes, developing classrooms for active learning is becoming a part of comprehensive educational drive for students involving and engaging in learning. For this purpose, influence of social factors on collaborative learning and engagement has been investigated which will influence learning performance of students. The study looked at following areas: (1) the ability of social factors for developing collaborative learning and engagement; and (2) whether collaborative learning and engagement mediate a link between social factors and student's learning performance. Constructivism theory has been utilized to observe the student's learning behavior. Data have been collected through questionnaires from university students. Findings evaluated through structural equation modeling (SEM), shows that social factors, i.e. interaction with peers and teachers, social presence, and usage of social media positively impact active collaborative learning and student involvement, thus affecting their learning performance. The findings also provide evidence for double mediation used in this study. As online learning is becoming more prevalent in education, it has been concluded that overall collaborative learning and engagement with influence of social factors improve activities of students learning; therefore, their usage should be stimulated in teaching and learning in higher educational institutions as it influences students' academic development.
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        Value: 10.1080/10494820.2021.1884886
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      – Text: English
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Graduate Students
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      – SubjectFull: Pakistan
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