The presence of absence: Suggestions for online collaborative learning and communication for university students
DOI:
https://doi.org/10.54097/yzmhrb74Keywords:
Collaborative Learning, Online Learning, Social Media, attention switch, in-class engagement.Abstract
This article focuses on online collaborative learning in the Chinese higher education environment. Through a comprehensive analysis of multiple relevant literature, it aims to explore the phenomenon of "absent presence" that occurs during the online collaborative learning process of Chinese college students, as well as the resulting issues such as attention distraction and insufficient participation. Based on this, effective improvement strategies are proposed. The main research method employed is literature analysis, systematically reviewing and commenting on existing studies on online collaborative learning, student participation, media influence, and teaching strategies. The analysis shows that the effectiveness of online collaborative learning is significantly influenced by environmental interference, media selection, and teaching design. To address the problems of low participation and low efficiency, this article proposes three strategies: Firstly, strengthen the guiding and motivating role of teachers or teaching assistants in discussions to stimulate interaction; Secondly, suggest that students choose environments with less interference and use less entertaining professional platforms to reduce distraction; Finally, through the formulation of clear online management strategies (such as content segmentation, integration of online and offline, and scheduling breaks), to enhance the flow experience and concentration of learning. The final conclusion is that although these strategies help improve the quality of online collaborative learning and bring it closer to the "real presence" of offline learning, their effects are still constrained by individual student factors, and the strategies themselves still require more empirical research support.
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