Title :

Higher Education Students’ Individual Flow and Team Flow Experience in a Hybrid Computer-Supported Collaborative Learning Environment

Author(s) :

Buseyne, Siem [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Trigone-CIREL
Vens, Celine [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Danquigny, Thierry [Auteur]
Trigone-CIREL
Depaepe, Fien [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]
Heutte, Jean [Auteur]
Trigone-CIREL
Raes, Annelies [Auteur]
Catholic University of Leuven = Katholieke Universiteit Leuven [KU Leuven]

Conference title :

11th European Flow Researchers Network, (EFRN) meeting

City :

Lille (Université de Lille)

Country :

France

Start date of the conference :

2022-11-25

English abstract : [en]

Background:More often than ever, universities are shifting towards hybrid forms of learning, not only for lectures but also for other instructional methods, such as collaborative forms of learning. Past research has mainly ...
Show more >Background:More often than ever, universities are shifting towards hybrid forms of learning, not only for lectures but also for other instructional methods, such as collaborative forms of learning. Past research has mainly focused on students’ cognitive and motivational factors in hybrid learning settings during lectures. Previous research did not reveal significant differences regarding the cognitive results. Yet, significant results were found regarding the affective variables, i.e. stating that students attending a course remotely are generally less engaged compared to students attending the course on-campus. Research investigating collaborative learning in a hybrid setting is however limited. Methods:In the current study, students’ teamwork experiences during collaborative hybrid learning are investigated. More specifically, this study presents quantitative results on the effect of the learning delivery mode (on-campus or remote) on (a) students’ team flow experience during a hybrid collaborative learning task and (b) students’ individual flow experience and (c) learning gain during the entire hybrid course.Results:Significant results were found between the delivery mode and students’ team flow experience, in favor of students participating on-campus. Similarly, significant results were also found regarding students’ individual flow experience, again in favor of students attending the course on-campus, though only for one of the individual flow aspects. No significant differences were found between students’ learning gain based on the delivery mode.Discussion:More research is needed to investigate whether our research findings can be further generalized. Research and EdTech companies should investigate ways to counter the negative effects mentioned.Keywords: Computer-supported collaborative learning; optimal experience; hybrid learning; flowShow less >

Language :

Anglais

Peer reviewed article :

Oui

Audience :

Internationale

Popular science :

Non

ANR Project :

ULNE

Collections :

• Centre Interuniversitaire de Recherche en Éducation de Lille (CIREL) - ULR 4354

Source :

Harvested from HAL