Exploring Hybrid Collaborative Learning: A Snapshot from Indonesian Undergraduate scholars
Keywords:
hybrid learning, collaborative learning, student perception, grammarAbstract
Numerous studies report that online collaborative English learning is potentially beneficial for cognitive, self-regulation, and interaction, while in a hybrid setting offers a combination of the flexibility of online and offline learning with the structured environment, immediate feedback and interactive opportunities. However, the investigation of employing online and hybrid collaborative learning in a higher education venue is infrequently delved into, particularly in the Grammar Course. Hence, this study aims to explore the students’ perspectives on online and hybrid collaborative English grammar classes. Under a descriptive quantitative small survey design, a 40-item questionnaire was administered to 70 university students in a private university in Jakarta, Indonesia. The results revealed a highly positive overall perception, with a mean score of 159.41 (SD = 14.63). Categorical analysis further strengthened this finding, showing that the majority of students held favorable views: 72.9% (n=51) were in the 'medium' perception category, and 15.7% (n=11) were in the 'high' category. Collectively, 88.6% of respondents demonstrated a positive perception, with only a small minority (11.4%, n=8) falling into the 'low' perception category. Moreover, These findings indicate a strong and widespread acceptance of the online, hybrid collaborative learning model, particularly in the English Grammar course, providing a positive signal for educators and institutions regarding its potential to foster student engagement. This research highlights the importance of considering both Grammar teachers and learners in optimizing the benefits of hybrid collaborative grammar learning.References
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