Abstract
The advent of Information and Communication Technologies (ICTs) has brought about notable trans-formations in the field of education, revolutionizing the methods of content delivery and learning. Online learning (OL) aka ICT-enabled learning leverages the power of the internet to deliver educational content in a highly efficient and effective manner. OL is also referred to by several other terms, including e-learning, internet learning, distributed learning, networked learning, tele-learning, virtual learning, computer-assisted learning, web-based learning, and distance learning. OL systems have key shared features: learner and teacher being physically apart, utilization of ICT infrastructure for content delivery and interaction, and the requirement of cognitive abilities for internet platform usage. OL is widely acknowledged for effectively tackling challenges of learner accessibility and overcoming limitations of space and time for educators and learners. However, it is important to note that the challenges posed by OL systems are yet to be fully resolved. Notably, creating such systems needs to consider: (a) the pedagogical requirements, (b) concerns of infrastructural accessibility, (c) the need for global acceptance of such learning, and (d) institutional mechanisms to ensure sustainability, among others. While these could be some of the operational challenges concerning the delivery of quality education, the more significant challenges have to do with decisions concerning the right learning frameworks and how to effectively incorporate these into the systems of OL. The ongoing technology debate underscores its role as a delivery vehicle, not the sole determinant of student achievement, as instructional strategies embedded in materials play a more significant role in enhancing learning outcomes. These strategies facilitate linking information, acquiring meaningful knowledge, and utilizing metacognitive abilities. OL necessitates collaboration with diverse stakeholders, involving critical discourse and guidance from skilled teachers to facilitate students' externalization of thoughts and recognition of biases. Collaboration is essential due to factors like information overload, the importance of critical thinking abilities, and the impact of external circumstances such as pandemics and lockdowns. The envisaged work aims to explore the potential implications for designing effective OL systems that promote critical thinking by integrating collaborative learning and traditional schools of learning. By examining the interplay between these elements, we seek to uncover new insights and possibilities in the realm of online education. While collaborative learning emphasizes active participation, knowledge co-creation, and critical discourse, enhancing engagement and deep understanding, the traditional learning focuses on foundational knowledge, cognitive processes, and reflection. By combining these approaches and embracing the "community of inquiry" principles, we can uncover innovative strategies to transform OL environments into dynamic spaces that foster critical thinking and meaningful interaction among learners. To achieve our research objectives, we aim to conduct an extensive literature survey across disciplines like Information Systems and Cognitive Psychology, etc., exploring OL evolution and collaborative practices. We aim to trace the trajectory of evolution in OL and collaborative learning, including the Massive Open Online Courses (MOOCs). Through critical analysis of existing works, we aim to identify trends, challenges, and future directions in the field. Such multidisciplinary approach could provide valuable insights for designing innovative educational platforms, bridging the much-needed gap between collaborative and traditional learning approaches in the evolving digital education landscape.
Recommended Citation
Jha, Ashutosh, "Collaborative Learning in the Digital Age: A Comprehensive Exploration and Future Research Directions" (2023). MENACIS 2023. 37.
https://aisel.aisnet.org/menacis2023/37