Students’ Perception Of Blended Online Learning Design Based Collaborative Learning Model And Its Impact On Learning Outcomes

Padmo, Dewi Artati and Julaeha, Siti and Kartono, (2021) Students’ Perception Of Blended Online Learning Design Based Collaborative Learning Model And Its Impact On Learning Outcomes. In: 14th annual International Conference of Education, Research and Innovation (ICERI), 8-9 November 2021.

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Abstract

Collaborative learning is an important learning strategy applied to both face-to-face and distance education to build collaboration skills of students. Although collaborative activities in online learning are more complex, with a proper instructional design it would work well. One way to maximize the use of online collaborative learning is by implementing a combination of asynchronous and synchronous online learning which allows for better interaction and communication amongst students and between students and tutors. The research on collaborative learning models based on a combination of asynchronous and synchronous online learning called Blended Online Learning Design based Collaborative Learning Model (BOLD-CLM) aimed to analyze the role of the model (i) to analyze student perceptions in developing cooperation, improving communication, and satisfaction; and (ii) to analyze the effect of the model on student learning outcomes. This quasi-experimental research included an experimental group and a control group in the online tutorial for the Marketing Management Course in Universitas Terbuka Indonesia. A questionnaire using a Likert scale from strongly agree to strongly disagree is distributed to respondents to extract information related to the role and perceptions of respondents towards the BOLD-CLM. Respondents' perceptions of the BOLD-CLM in the aspects of communication and teamwork and student satisfaction showed positive results. The results of the Mann-Whitney test showed that the score of the assignments between students who took the tutorial with the BOLD-CLM (Experiment Group) and students who took online tutorials with standard online learning (Control Group) differed significantly (.000). It can be concluded that collaborative learning in the BOLD-CLM has a significant effect on students' abilities in achieving learning competencies. The results of the Mann-Whitney test showed that the final scores of the courses between students who took the tutorial with the BOLD-CLM (Experiment Group) and students who took the tutorial with standard online learning (Control Group) differed significantly (.026). Thus, it can be concluded that BOLD-CLM has a significant effect on the learning outcome.

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