Abstract:

Digitally enhanced holistic collaborative learning as an educational approach emphasizes the importance of cooperation, interaction, and shared experiences among educators and students using educational technology. This abstract explores the challenges and possibilities associated with holistic collaborative learning [1] from the perspectives of educators and students. It examines the significance of preparation and planning for educators, their role in guiding and providing feedback to students, and evaluating the outcomes of collaborative learning. It further analyses students' motivation and discusses the potential impact of gamification techniques on their learning behaviours.

The holistic approach to digitally enhanced collaborative learning demands careful preparations, planning and reflection. Educators need to design meaningful collaborative activities that align with the learning objectives and facilitate enriching collaboration among students. Through active involvement, educators can address individual learning needs, ensure equal participation, and promote problem-solving skills.

On the other side the students' motivation is essential for successful engagement in holistic collaborative learning. Students must be prepared to actively participate, listen to others, and contribute their own ideas. Motivation, according to Bovermann and Bastiaens [2], is one of the most important success factors for student’s learning behaviour, especially in distance education. The future strategies, outlined in the Science for Policy Report of the Joint Research Centre (JRC), even go beyond the aspect of motivation and focus on the holistic approach of student well-being [3].

The aim of this paper is to show how collaborative learning can be supported by these three dimensions, educator, student and technology. The article deals with the role of the teacher as facilitator, advisor, supervisor, etc. and his/her necessary competencies. The student is analysed in terms of the drivers of his/her engagement. Technology as the third pillar focuses on fostering intrinsic and extrinsic motivation and building a positive learning atmosphere by using gamification elements.

First insights in this context were gained in the EDUdig Erasmus+ project, where an escape room was tested in an exemplary online training setting. We observed that the participants were focused, motivated, and highly engaged, regardless of age or field of activity. In this paper we share our experiences gained from this project with special focus on the effects and benefits of game-based learning.

References:
[1] F. Orooji and F. Taghiyareh, “Supporting participants in web-based collaborative learning activities from a holistic point of view: a tale of seven online and blended courses,” in Journal of Computers in Education, vol. 2(2), pp. 183-210, 2015. https://doi.org/10.1007/s40692-015-0031-4
[2] K. Bovermann and T. Bastiaens, “Towards a motivational design? Connecting gamification user types and online learning activities,” in Research and Practice in Technology Enhanced Learning, vol. 15(1), pp. 1-18, 2020. RPTEL 15, 1 (2020). https://doi.org/10.1186/s41039-019-0121-4
[3] R. Vuorikari, Y. Punie, Y. and M. Cabrera Giraldez, “Emerging technologies and the teaching profession: Ethical and pedagogical considerations based on near-future scenarios,” EUR 30129 EN, Publications Office of the European Union, Luxembourg, 2020. ISBN 978-92-76-17302-1, doi:10.2760/46933, JRC120183.

Keywords:

holistic collaborative learning, students’ well-being, motivation, gamification.