Investigating Students’ Perceptions of Collaborative Online Project-Based Learning in Higher Education

In higher education, the adoption of Collaborative Online Project-Based Learning (COPjBL) is increasingly prominent. This study delves into student perceptions of COPjBL, encompassing its strengths, weaknesses, opportunities, and challenges (SWOT). Employing a mixed-method approach, quantitative data were gathered through a survey of 100 students, while qualitative insights were obtained via interviews with 10 participants. The aims were to scrutinize the effectiveness of COPjBL in higher education contexts and to uncover nuanced student perspectives. Results indicate a generally positive reception toward COPjBL, with students acknowledging its benefits in enhancing collaborative skills, fostering engagement, and promoting deeper learning. However, concerns regarding technological barriers, group dynamics, and assessment fairness were identified. The findings contribute to the growing body of knowledge on online collaborative learning methodologies, offering valuable insights for educators and policymakers. By addressing the identified challenges and leveraging the recognized benefits, institutions can refine the implementation of COPjBL to better align with student needs and pedagogical objectives, thereby advancing the quality of education in higher learning environments