iBet uBet web content aggregator. Adding the entire web to your favor.
iBet uBet web content aggregator. Adding the entire web to your favor.



Link to original content: https://unpaywall.org/10.1007/S10055-018-0358-Z
Hybrid learning environment: Collaborative or competitive learning? | Virtual Reality Skip to main content

Advertisement

Springer Nature Link
Log in

Hybrid learning environment: Collaborative or competitive learning?

  • S.I. : VR in Education
  • Published:
Virtual Reality Aims and scope Submit manuscript

Abstract

The aim of this study is to analyze the effect of different conditions of face-to-face learning on the participation and learning of students in the virtual community. In particular, we analyze the effect of collaboration vs intergroup competition learning on interdependence, regulation of socio-cognitive conflict, participation, and the quality of the contributions in a virtual learning platform. This study took place in an educational research course. The participants in the full investigation were 36 (94.44% females) undergraduates enrolled in the subject of educational research, which was part of a 4-year social education degree program. A Latin Squares design was applied to carry out the full investigation. The results show that conditions of collaboration without competition in face-to-face environments facilitate better quality of learning to a greater extent. In addition, there are no benefits of intergroup competition over individual competition learning. Thus, in this study, collaborative learning designs without any competition could be considered more consistent with the goal that underpins the main right to education: Each student is able to achieve what he has to achieve, taking advantage of the abilities of each and every agent in the learning community (teacher and students) to do so. These results are not consistent with previous studies. We suggest that characteristics of the sample could explain these differences between studies.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Álvarez RB, Mayo IC (2009) Las tecnologías de la información y la comunicación en la educación superior. Estudio descriptivo y de revisión. Revista Iberoamericana de Educación 50(7):1–12

    Google Scholar 

  • Arnab S, Nalla M, Harteveld C, Lameras P (2015) An inquiry into gamification services: practices, experience and insights. In: Proceedings of the international gamification for business conference, 21–22 Sept 2015, Aston, Birmingham, UK.

  • Baer M, Leenders RTAJ, Oldham GR, Vadera AK (2010) Win or lose the battle for creativity: the power and perils of intergroup competition. Acad Manag J 53(4):827–845. https://doi.org/10.5465/amj.2010.52814611

    Article  Google Scholar 

  • Basheri M, Munro M, Burd L, Baghaei N (2013) Collaborative learning skills in multi-touch tables for UML software design. Int J Adv Comput Sci Appl 4(3):60–66

    Google Scholar 

  • Biggs JB, Collis K (1982) Evaluating the quality of learning: the SOLO taxonomy. Academic Press, New York

    Google Scholar 

  • Brown N, Smyth K, Mainka C (2006) Looking for evidence of deep learning in constructively aligned online discussions. In: Banks S, Hodgson V, Jones C, Kemp B, McConnell D, Smith C (eds) Proceedings of the fifth international conference on networked learning. Lancaster University, Lancaster, pp 315–322

    Google Scholar 

  • Butera F, Mugny G (2001) Conflict and social influences in hypothesis testing. In: De Dreu CKW, De Vries NK (eds) Group consensus and minority influence implications for innovation. Blackwell, Oxford, pp 160–182

    Google Scholar 

  • Butera F, Darnon C, Mugny G (2010) Learning from conflict. In: Jetten J, Hornsey M (eds) Rebels in groups: dissent, deviance, difference and defiance. Wiley, Oxford, pp 36–53

    Google Scholar 

  • Carter SP, Greenberg K, Walker MS (2017) The impact of computer usage on academic performance: evidence from a randomized trial at the United States Military Academy. Econ Educ Rev 56:118–132

    Article  Google Scholar 

  • Cheng-Huan C, Chiung-Hui C (2016) Employing intergroup competition in multitouch desing-based learning to foster student engagement, learning achievemet, and creativity. Comput Educ 103:99–113

    Article  Google Scholar 

  • Commission E (2015) ECTS users’ guide. Publications Office of the European Union, Luxembourg

    Google Scholar 

  • Darnon C, Muller D, Schrager SM, Pannuzzo N, Butera F (2006) Mastery and performance goals predict epistemic and relational conflict regulation. J Educ Psychol 98:766–776

    Article  Google Scholar 

  • Deutsch M (1949) A theory of cooperation and competition. Hum Relat 2:129–152

    Article  Google Scholar 

  • Deutsch M (2006) Cooperation and competition. In: Deutsch M, Coleman PT, Marcus EC (eds) The handbook of conflict resolution: theory and practice. Jossey-Bass, San Francisco, pp 23–42

    Google Scholar 

  • Dillenbourg P, Schneider D, Synteta P (2002) Virtual learning environments. In: Dimitracopoulou A (ed) 3rd Hellenic conference ‘information & communication technologies in education’, Kastaniotis editions, Rhodes, Greece, pp 3–18

  • Doise W, Mugny G (1984) The social development of the intellect. Pergamon Press, Oxford

    Google Scholar 

  • Doise W, Mugny G, Perret-Clermont A (1975) Social interacction and the development of cognitive operations. Eur J Soc Psychol 5:367–383

    Article  Google Scholar 

  • Downing K, Chim TM (2004) Reflectors as online extraverts? Educ Stud 30(3):265–276

    Article  Google Scholar 

  • Echeverría L, Cobos R, Machuca L, Claros I (2017) Using collaborative learning scenarios to teach programming to non-CS majors. Comput Appl Eng Educ 25:719–731

    Article  Google Scholar 

  • Fischer G, Rohde M, Wulf V (2007) Community-based learning: the core competency of residential, research-based universities. Int J Comput Support Collab Learn 2(1):9–40

    Article  Google Scholar 

  • Garrison DR, Kanuka H (2004) Blended learning: uncovering its transformative potential in higher education. Internet High Educ 7:95–105

    Article  Google Scholar 

  • Ghaith GM, Shaaban KA, Harkous SA (2007) An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate. System 35:229–240

    Article  Google Scholar 

  • Gutiérrez-Braojos C, Salmerón P (2012) Building knowledge: theoretical model to analyze knowledge builders. C. 16th annual Knowledge Building Summer Institute, Toronto

    Google Scholar 

  • Gútierrez-Braojos C, Salmerón-Pérez H (2015) Exploring collective cognitive responsibility and its effects on students’ impact in a knowledge building community. J Study Educ Dev 38:327–367

    Google Scholar 

  • Hatzipanagos S (2006) HOT and flaming spirals: learning and empathic interfaces in discussion forum text-based dialogues. European Journal of Open Distance and ELearning, Retrieved 06 July 2013 from http://www.eurodl.org/materials/contrib/2006/ Stylianos_Hatzipanagos.htm

  • Holmes K (2005) Analysis of asynchronous online discussion using the SOLO taxonomy. Aust J Educ Dev Psychol 5:117–127

    Google Scholar 

  • Inkpen K, Booth KS, Klawe M, Upitis R (1995) Playing together beats playing apart, especially for girls. In: Proceedings of CSCL ‘95, pp 177–181.

  • Johnson DW, Johnson RT (1989) Cooperation and competition: theory and research. Interaction, Edina

    Google Scholar 

  • Johnson DW, Johnson R (1996) Meaningful and manageable assessment through cooperative learning. Interaction, Edina

    Google Scholar 

  • Johnson DW, Johnson RT (2004) Cooperation and the use of technology. In: Jonassen DH (ed) Handbook of research on educational communications and technology, 2nd edn. Lawrence Erlbaum, Mahwah, NJ, pp 785–811

    Google Scholar 

  • Johnson DW, Johnson RT (2005) New developments in social interdependence theory. Genet Soc Gen Psychol Monogr 131(4):285–358

    Article  Google Scholar 

  • Ke F, Grabowski B (2007) Gameplaying for math’s learning: Cooperative or not? Br J Educ Technol 38(2):249–259

    Article  Google Scholar 

  • Koschmann T (1996) Paradigm shifts and instructional technology. In: Koschmann T (ed) CSCL: theory and practice of an emerging paradigm. Lawrence Erlbaum, Mahwah, pp 1–23

    Google Scholar 

  • Lacasa P (1993) La construcción social del conocimiento: Desarrollo y conflicto sociocognitivo. Una entrevista a Willem Doise. Infancia y aprendizaje 61:5–28

    Article  Google Scholar 

  • Mehlenbacher B (2010) Instruction and technology, designs for everyday learning. The MIT Press, Cambridge, p 495

    Book  Google Scholar 

  • Mugny G, Doise W (1983) La construcción social de la inteligencia. Trillas, México

    Google Scholar 

  • Mugny G, Doise W, Perret-Clermont AN (1975–1976) Conflit de centrations et progrès cognitif[Conflict of centrations and cognitive progress]. Bulletin de Psychologie 29:199–204

  • Mugny G, Levy M, Doise W (1978) Conflit socio-cognitif et développement cognitif [Socio-cognitive conflict and cognitive development]. Revue Suisse de Psychologie 37:22–43

    Google Scholar 

  • Mugny G, Giroud JC, Doise W (1978–1979) Conflit de centrations et progrès cognitif II: nouvelles illustrations expérimentales [Conflict of centrations and cognitive progress II: new experimental illustrations]. Bulletin de Psychologie 32:979–985

  • Mugny G, De Paolis P, Carugati F (1984) Social regulations in cognitive development. In: Doise W, Palmonari A (eds) Social interaction in individual development. Cambridge University Press, Cambridge, pp 127–146

    Google Scholar 

  • Mugny G, Tafani E, Butera F, Pigière D (1999) Contrainte et de´pendance informationnelles: influence sociale sur la repre´sentation du groupe d’amis ide´al [Informational constraint and dependence: soial influence on the representation of the ideal group of friends]. Connexions 72:55–72

    Google Scholar 

  • Neugebauer J, Ray DG, Sassenberg K (2016) When being worse helps: the influence of upward social comparisons and knowledge awareness on learner engagement and learning in peer-to-peer knowledge exchange. Learn Instr 44:41–52

    Article  Google Scholar 

  • Quiamzade A, Mugny G, Butera F (2013) Psychologie sociale de la connaissance. Fondements théoriques. [Social psychology of knowledge Theoretical foundations]. Presses Universitaires de Grenoble, Grenoble

    Google Scholar 

  • Regueras LM, Verdú E, Muñoz MF, Pérez MA, de Castro JP, Verdú MJ (2009) Effects of competitive e-learning tools on higher education students: a case study. IEEE Trans Educ 52(2):279–285

    Article  Google Scholar 

  • Scardamalia M (2002) Collective cognitive responsibility for the advancement of knowledge. In: Smith B (ed) Liberal educación in a knolwedge society. Open Court, Chicago, pp 67–98

    Google Scholar 

  • Scardamalia M (2004) CSILE/knowledge forum. In: Kovalchick A, Dawson K (eds) Education and technology: an encyclopedia. ABC-CLIO, Santa Barbara, pp 183–192

    Google Scholar 

  • Schrire S (2006) Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Comput Educ 46:49–70. https://doi.org/10.1016/j.compedu.2005.04.006

    Article  Google Scholar 

  • Stahl G (2006) Group cognition: computer support for building collaborative learning. The MIT Press, Cambridge

    Book  Google Scholar 

  • Stahl G, Koschmann T, Suthers D (2006) Computer-supported collaborative learning: An historical perspective. In: Sawyer RK (ed) Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 409–426

    Google Scholar 

  • Tauer JM, Harackiewicz JM (2004) The effects of cooperation and competition on intrinsic motivation and performance. J Pers Soc Psychol 86(6):849–861. https://doi.org/10.1037/0022-3514.86.6.849

    Article  Google Scholar 

  • Wang X, Wallace PW, Wang Q (2017) Rewarded and unrewarded competition in a CSCL environment: a coopetition designado with a social cognitive perspectiva using PLS-SEM analyses. Comput Hum Behav 72:140–151

    Article  Google Scholar 

  • Westbrook V (2006) The virtual learning future. Teach High Educ 11(49):471–482

    Article  Google Scholar 

  • Yang SJH, Chen IYL, Kinshuk NS, Chen NS (2007) Enhancing the quality of e-learning in virtual learning communities by finding quality learning content and trustworthy collaborators. Educ Technol Soc 10(2):84–95

    Google Scholar 

  • Yazici HJ (2005) A study of collaborative learning style and team learning performance. Educ Train J 47(3):216–229

    Article  MathSciNet  Google Scholar 

  • Yu F-Y (2001) Competition within computer-assisted cooperative learning environments: cognitive, affective, and social outcomes. J Educ Comput Res 24(2):99–117. https://doi.org/10.2190/3u7r-dcd5-f6t1-qkrj

    Article  Google Scholar 

  • Yu F-Y, Han C, Chan T-W (2008) Experimental comparisons of face-to-face and anonymous real-time team competition in a networked gaming learning environment. CyberPsychol Behav 11(4):511–514. https://doi.org/10.1089/cpb.2007.0171

    Article  Google Scholar 

Download references

Acknowledgements

This study has been made possible by the program Jose Castillejo of the Ministry of Education, Culture and Sports; and the collaboration of the IKIT; and the department of Curriculum, Teaching and Learning at OISE, University of Toronto.

Author information

Authors and Affiliations

  1. Department of Research Methods in Education, Faculty of Educational Sciences, University of Granada, Campus Universitario Cartuja, s/n, 18011, Granada, Spain

    Calixto Gutiérrez-Braojos

  2. Department of Mathematical Education, Faculty of Educational Sciences, University of Granada, Campus Universitario Cartuja, s/n, 18011, Granada, Spain

    Jesus Montejo-Gamez

  3. Department of Quantitative Methods, Faculty of Business Management, University of Granada, Campus Universitario Cartuja, s/n, 18011, Granada, Spain

    Ana Marin-Jimenez

  4. Department of Computer Sciences and Artificial Intelligence, High School of Informatics and Telecommunications, University of Granada, Calle Periodista Daniel Saucedo Aranda, s/n, 18071, Granada, Granada, Spain

    Jesús Campaña

Authors
  1. Calixto Gutiérrez-Braojos
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jesus Montejo-Gamez
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ana Marin-Jimenez
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Jesús Campaña
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Calixto Gutiérrez-Braojos.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gutiérrez-Braojos, C., Montejo-Gamez, J., Marin-Jimenez, A. et al. Hybrid learning environment: Collaborative or competitive learning?. Virtual Reality 23, 411–423 (2019). https://doi.org/10.1007/s10055-018-0358-z

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10055-018-0358-z

Keywords

Search

Navigation