Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

Noria Saeed Baanqud; Hosam Al-Samarraie; Ahmed Ibrahim Alzahrani; Osama Alfarraj

doi:10.1186/s41239-020-00232-z

Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

Noria Saeed Baanqud
, Hosam Al-Samarraie
, Ahmed Ibrahim Alzahrani
, Osama Alfarraj

Research output: Contribution to journal › Article › peer-review

58 Citations (Scopus)

191 Downloads (Pure)

Abstract

Many universities, especially in low-income countries, have considered the potential of cloud-supported collaborative learning in planning and managing students’ learning experiences. This is because cloud tools can offer students the necessary skills for collaboration with one another and improving communication between all users. This study examined how cloud tools can help students engage in reflective thinking, knowledge sharing, cognitive engagement, and cognitive presence experiences. The impact of these experiences on students’ functional intellectual ability to construct knowledge was also examined. A quantitative questionnaire was used to collect data from 150 postgraduate students. A reflective–formative hierarchical model was developed to explain students' knowledge construction in the cloud environment. The findings revealed a positive influence of cognitive engagement, knowledge sharing, and reflective thinking on students’ knowledge construction. Outcomes from this study can help decision makers, researchers, and academicians to understand the potential of using cloud-supported collaborative tools in developing individuals’ knowledge construction.

Original language	English
Article number	56
Number of pages	23
Journal	International Journal of Educational Technology in Higher Education
Volume	17
DOIs	https://doi.org/10.1186/s41239-020-00232-z
Publication status	Published - 17 Dec 2020

Bibliographical note

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Funding

The authors extend their appreciation to the Deanship of Scientific Research at King Saud University for supporting this work through Research Group no. RG-1438-062.

Funders	Funder number
King Saud University	RG-1438-062
King Saud University

Keywords

Collaborative learning
Distributed learning environments
Improving classroom teaching
Learning communities

ASJC Scopus subject areas

Education
Computer Science Applications

Access to Document

10.1186/s41239-020-00232-zLicence: CC BY

PublishedFinal published version, 2.07 MBLicence: CC BY

Cite this

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title = "Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study",

abstract = "Many universities, especially in low-income countries, have considered the potential of cloud-supported collaborative learning in planning and managing students{\textquoteright} learning experiences. This is because cloud tools can offer students the necessary skills for collaboration with one another and improving communication between all users. This study examined how cloud tools can help students engage in reflective thinking, knowledge sharing, cognitive engagement, and cognitive presence experiences. The impact of these experiences on students{\textquoteright} functional intellectual ability to construct knowledge was also examined. A quantitative questionnaire was used to collect data from 150 postgraduate students. A reflective–formative hierarchical model was developed to explain students' knowledge construction in the cloud environment. The findings revealed a positive influence of cognitive engagement, knowledge sharing, and reflective thinking on students{\textquoteright} knowledge construction. Outcomes from this study can help decision makers, researchers, and academicians to understand the potential of using cloud-supported collaborative tools in developing individuals{\textquoteright} knowledge construction.",

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Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

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