Collaborative activities in hybrid learning environments: exploring teacher orchestration load and students’ perceptions

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  • dc.contributor.author Ortega Arranz, Alejandro
  • dc.contributor.author Amarasinghe, Ishari
  • dc.contributor.author Martínez-Monés, Alejandra
  • dc.contributor.author Asensio-Pérez, Juan I.
  • dc.contributor.author Dimitriadis, Yannis
  • dc.contributor.author Corrales-Astorgano, Mario
  • dc.contributor.author Hernández-Leo, Davinia
  • dc.date.accessioned 2025-05-23T06:19:31Z
  • dc.date.available 2025-05-23T06:19:31Z
  • dc.date.issued 2024
  • dc.description.abstract 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).
  • dc.description.sponsorship This research has been partially funded by the Spanish State Research Agency (MICIN/AEI/10.13039/501100011033) together with the European Regional Development Fund, under project grants PID 2020-112584RB-C32 and PID 2020-112584RB-C33. The authors thank the Engageli team (Andreina Parisi-Amon, Talia Kolodni, Jonny Lema) for the support conducting this research, and the rest of the GSIC-EMIC team for their valuable ideas. DHL (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme and SGR 00930.
  • dc.format.mimetype application/pdf
  • dc.identifier.citation Ortega-Arranz A, Amarasinghe I, Martínez-Monés A, Asensio-Pérez JI, Dimitriadis Y, Corrales-Astorgano M, et al. Collaborative activities in hybrid learning environments: exploring teacher orchestration load and students’ perceptions. Comput Educ. 2024 Oct;219:105105. DOI: 10.1016/j.compedu.2024.105105
  • dc.identifier.doi http://dx.doi.org/10.1016/j.compedu.2024.105105
  • dc.identifier.issn 0360-1315
  • dc.identifier.uri http://hdl.handle.net/10230/70471
  • dc.language.iso eng
  • dc.publisher Elsevier
  • dc.relation.ispartof Computers & Education. 2024 Oct;219:105105
  • dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C32
  • dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
  • dc.rights © 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
  • dc.rights.accessRights info:eu-repo/semantics/openAccess
  • dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
  • dc.subject.keyword Hybrid learning
  • dc.subject.keyword Teacher orchestration load
  • dc.subject.keyword CSCL
  • dc.subject.keyword Jigsaw
  • dc.subject.keyword Engageli
  • dc.title Collaborative activities in hybrid learning environments: exploring teacher orchestration load and students’ perceptions
  • dc.type info:eu-repo/semantics/article
  • dc.type.version info:eu-repo/semantics/publishedVersion

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