Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

Abstract

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

Keywords:

• interactive engagement methods
• technology-enhanced cooperative learning
• peer learning
• motivation
• deep learning

About the authors

Malefyane Tlhoaele is an instructional designer at the Tshwane University of Technology, South Africa. Her research focuses on interactive engagement methods, e-assessment in higher education, and technology-enhanced teaching and learning.

Cor Suhre is a senior researcher at University of Groningen in The Netherlands. His research focuses on curriculum design and improvement of student learning in Higher education.

Adriaan Hofman is professor of Education studies at University of Groningen and Erasmus University Rotterdam in The Netherlands. His research focuses on School and Teacher Effectiveness, Higher Education, Research Methods, and Education in Developing Countries.