Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction

Abstract Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively. Practitioner notes What is already known about this topic The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities. Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment. There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings. What this paper adds A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction. Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities. The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities. Notably absent in both groups were crucial behavioural sequences, namely VR‐IA and VC‐IA, underscoring potential areas for CSCL improvement. Implications for practice and/or policy In the CSCL environment, a variety of activities rooted in student‐centred pedagogy (ie, self‐regulated learning, inquiry‐based learning and peer feedback) should be seamlessly integrated. It is recommended to furnish students with scripts, prompts and scaffoldings to bolster their navigation through collaborative and independent learning endeavours within CSCL environment. Students are encouraged to bridge their newly acquired knowledge with their existing understanding, for enhancing engagement and promoting deeper comprehension.