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: (a) the ability of social factors for developing collaborative learning and engagement and (b) 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.

摘要

在高等教育机构中，发展主动学习课堂正在成为学生参与学习的综合教育驱动的一部分。为此，研究了社会因素对协作学习和参与的影响，这将影响学生的学习表现。该研究着眼于以下领域：（a）社会因素促进协作学习和参与的能力，以及（b）协作学习和参与是否调节社会因素与学生学习表现之间的联系。建构主义理论被用来观察学生的学习行为。数据是通过大学生问卷调查收集的。通过结构方程模型（SEM）评估的结果表明，社会因素，即 与同伴和老师的互动、社交存在以及社交媒体的使用会对积极的协作学习和学生的参与产生积极的影响，从而影响他们的学习成绩。研究结果还为本研究中使用的双重中介提供了证据。随着在线学习在教育中变得越来越普遍，得出的结论是，整体协作学习和参与社会因素的影响可以改善学生的学习活动；因此，应在高等教育机构的教学中鼓励它们的使用，因为它影响学生的学术发展。研究结果还为本研究中使用的双重中介提供了证据。随着在线学习在教育中变得越来越普遍，得出的结论是，整体协作学习和参与社会因素的影响可以改善学生的学习活动；因此，应在高等教育机构的教学中鼓励它们的使用，因为它影响学生的学术发展。研究结果还为本研究中使用的双重中介提供了证据。随着在线学习在教育中变得越来越普遍，得出的结论是，整体协作学习和参与社会因素的影响可以改善学生的学习活动；因此，应在高等教育机构的教学中鼓励它们的使用，因为它影响学生的学术发展。