The transition to online learning has significantly altered the educational landscape, making it essential to understand the environmental factors that influence online group work. This study focuses on how digital platforms, communication tools, and physical settings impact the teaching and learning process among university students, specifically civil engineering undergraduates at Universiti Teknologi MARA (UiTM) Pasir Gudang Campus. The objective is to explore the students' perceptions of how their environment affects their behaviour, interactions, and overall effectiveness in collaborative tasks. This quantitative survey research employs an instrument consisting of four sections based on Bandura's social cognitive theory and Aderibigbe's elements of presence, encompassing demographic information, behaviour (cognitive presence), people (social presence), and environment (teaching presence). The findings reveal that teaching presence, with clear instructions and effective use of materials, significantly enhances the online learning environment. Correlation analysis shows moderate to low positive relationships between behaviour, people, and environment, indicating that these factors collectively influence the effectiveness of online group work. The study's implications highlight the importance of designing supportive digital and physical environments to facilitate successful online group work. It underscores the need for targeted strategies to optimise these environments, thereby improving student engagement and academic performance in remote learning settings.
No takes yet. Share an insight, caveat, or question.
Ismail et al. (2024) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: