Online collaborative learning: does it improve college students' critical reading skills?

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dc.authoridkosar, gulten/0000-0002-4687-4382
dc.contributor.authorKolar, Gulten
dc.date.accessioned2024-09-18T20:11:35Z
dc.date.available2024-09-18T20:11:35Z
dc.date.issued2023
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe improvement in critical reading skills (CRSs) plays a central part in college students' academic achievement, in the realization of which online collaborative learning (OCL) could perform a prominent role. This mixed-methods case study sets out to examine the influence of OCL on college students' CRSs due to the lack of research into it in the literature. To explore the impact of OCL on college students' CRSs, sophomore pre-service English teachers' (N =42) CRSs were tested in the pre-treatment test before the start of an eight-week treatment, during which the participants critically evaluated the arguments in the pre-selected papers in groups of four, and in the post-treatment test subsequent to the intervention, constituting the quantitative data of the study. The qualitative data was collected from two qualitative surveys and a semi-structured interview. The findings obtained from the analysis of the quantitative data revealed that a statistically significant difference existed between the pre- and post-treatment test results, originating from the higher scores the participants got on the post-treatment test. The findings on the qualitative data demonstrated that the participants held positive views about the treatment and believed their CRSs developed considerably by virtue of immersing in OCL.en_US
dc.identifier.doi10.1080/10494820.2021.1998137
dc.identifier.endpage5126en_US
dc.identifier.issn1049-4820
dc.identifier.issn1744-5191
dc.identifier.issue8en_US
dc.identifier.scopus2-s2.0-85118532011en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage5114en_US
dc.identifier.urihttps://doi.org/10.1080/10494820.2021.1998137
dc.identifier.urihttps://hdl.handle.net/20.500.12483/8965
dc.identifier.volume31en_US
dc.identifier.wosWOS:000714816400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInteractive Learning Environmentsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCollege studentsen_US
dc.subjectCRSsen_US
dc.subjecteight-week treatmenten_US
dc.subjectOCLen_US
dc.subjectmixed-methods case studyen_US
dc.titleOnline collaborative learning: does it improve college students' critical reading skills?en_US
dc.typeArticleen_US

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