Students’ Perception on Group Work in Online Class: Lessons from Covid 19 Pandemic

Nur Mafissamawati  Sholikhah; Fitria Ningsih

doi:10.30762/ireell.v1i2.1968

Authors

Nur Mafissamawati Sholikhah Universitas Muhammadiyah Malang
Fitria Ningsih UIN Sayyid Ali Rahmatullah Tulungagung

DOI:

https://doi.org/10.30762/ireell.v1i2.1968

Keywords:

COVID-19, Online Leaning, Group Work

Abstract

One of essential component of traditional learning is group work. It refers to a collaborative effort for students to achieve the goal of learning and accomplish the assignment. However, during the COVID-19 pandemic, the learning was shifted into online which also posed the adaptation of group work in online learning. A questionnaire of students’ perception on group work in online learning was distributed online to 51 students at one private university in Indonesia. Students perceived benefits of group work in online learning including promoting responsibility, improving participation and collaboration, and developing understanding. They also prefer to have group work than individual work. Lastly, they faced discomfort of group work in online learning. This study has shed a light that the pandemic has essentially taught that group work in online learning should be carried out with several careful considerations.

References

Akuratiya, D. A., & Meddage, D. N. R. (2020). Students’ Perception of Online Learning during COVID-19 Pandemic: A Survey Study of IT Students.

Barbour, M. K., LaBonte, R., Hodges, C., & Moore, S. (2020). Understanding pandemic pedagogy: differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada, December, 1–24. https://vtechworks.lib.vt.edu/handle/10919/101905

Cooper, L. L., & Burford, S. (2010). Collaborative Learning: Using Group Work Concepts for Online Teaching.

Curtis, D. D., & Lawson, M. J. (2019). Exploring Collaborative Online Learning. Online Learning, 5(1). https://doi.org/10.24059/olj.v5i1.1885

Djumingin, S., Maman, M., Haliq, A., & Weda, S. (2021). The Effectiveness Of Online Learning During The Covid-19 Pandemic At Higher Education In Indonesia. 7(5), 2021. https://doi.org/10.5281/zenodo.4827351

Ekblaw, R. (2017). Effective Use of Group Projects in Online Learning (pp. 475–483). https://doi.org/10.1007/978-3-319-42070-7_43

Faizah, U., Ambarwati, R., & Rahayu, D. (2021). From offline to online learning: various efforts to secure the learning process during covid-19 outbreaks. Journal of Physics: Conference Series, 1747(1), 012002. https://doi.org/10.1088/1742-6596/1747/1/012002

Fung, D. C.-L., To, H., & Leung, K. (2016). The influence of collaborative group work on students’ development of critical thinking: The teacher’s role in facilitating group discussions. Pedagogies: An International Journal, 11(2), 146–166.

González‐Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260–269. https://doi.org/10.1111/flan.12466

Gray, J. A., & Diloreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. 11(1).

Hallberg, L. R.-M. (2013). Quality criteria and generalization of results from qualitative studies. International Journal of Qualitative Studies on Health and Well-Being, 8.

Hammar Chiriac, E. (2014). Group work as an incentive for learning students’ experiences of group work. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00558

Hannaford, L. (2017). Motivation in group assessment: a phenomenological approach to post-graduate group assessment. Assessment & Evaluation in Higher Education, 42(5), 823–836.

Hodges, L. C. (2018). Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement. CBE—Life Sciences Education, 17(2), es3. https://doi.org/10.1187/cbe.17-11-0239

Kan, C. W. Y., & Wong, F. M. F. (2022). How students learn in small group through online mode during the coronavirus pandemic: Descriptive narratives. Teaching and Learning in Nursing. https://doi.org/https://doi.org/10.1016/j.teln.2022.12.003

Kasim, U. (2015). Implementation of group work in the classroom. LINGUA, 12(1), 97–106.

Lai, C.-H., Lin, H.-W., Lin, R.-M., & Tho, P. D. (2019). Effect of Peer Interaction among Online Learning Community on Learning Engagement and Achievement. International Journal of Distance Education Technologies, 17(1), 66–77. https://doi.org/10.4018/IJDET.2019010105

Laili, R. N., & Nashir, M. (2021). Higher Education Students’ Perception on Online Learning during Covid-19 Pandemic. EDUKATIF: JURNAL ILMU PENDIDIKAN, 3(3), 689–697. https://doi.org/10.31004/edukatif.v3i3.422

Lambani, M. N., & Nengome, Z. (2017). Group Work Impact on Academic Communication: Female English Student Teachers’ Views. International Journal of Educational Sciences, 18(1–3), 101–109. https://doi.org/10.1080/09751122.2017.1317168

Misra, F., & Mazelfi, I. (2021). Long-Distance Online Learning During Pandemic: The Role of Communication, Working in Group, and Self- Directed Learning in Developing Student’s Confidence. https://doi.org/10.2991/assehr.k.210202.042

Oh, E. G. (2011). Collaborative group work in an online learning environment.

Pratama, H., Azman, M. N. A., Kassymova, G. K., & Duisenbayeva, S. S. (2020). The Trend in Using Online Meeting Applications for Learning During the Period of Pandemic COVID-19: A Literature Review. Journal of Innovation in Educational and Cultural Research, 1(2), 58–68. https://doi.org/10.46843/jiecr.v1i2.15

Roopa, S. N., & Rani, M. S. (2012). Questionnaire Designing for a Survey. Journal of Indian Orthodontic Society, 46, 273–277.

Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.192

Simamora, R. M. (2020). The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1(2), 86–103. https://doi.org/10.46627/silet.v1i2.38

Soetanto, D., & Macdonald, M. (2017). Group work and the change of obstacles over time: The influence of learning style and group composition. Active Learning in Higher Education, 18(2), 99–113.

Sposato, M. (2021). Remote working in the time of covid-19: developing a web-based community. International Journal of Web Based Communities, 17(1), 1. https://doi.org/10.1504/IJWBC.2021.112862

Thomas, G., & Thorpe, S. (2019). Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation. Interactive Learning Environments, 27(1), 62–71. https://doi.org/10.1080/10494820.2018.1451897

Wildman, J. L., Nguyen, D. M., Duong, N. S., & Warren, C. (2021). Student Teamwork During COVID-19: Challenges, Changes, and Consequences. Small Group Research, 52(2), 119–134. https://doi.org/10.1177/1046496420985185