Abstract:

Today, the rapid growth of technology affects many sectors, including education sector. Online learning has been increase in the last two decades. This allows students to study anytime, anywhere, as long as they have computers and Internet connection. Vygotsky states that, it is possible to maximize the learning process through social interaction with others. Many researchers have adapted Vygotsky's social learning approach to online learning environments. In social learning environment, interaction plays an important role in measuring student learning processes.

Collaborative learning strategy is also able to improve interaction and learning performance in many studies. Research has shown that there are many benefits associated with collaborative learning. During the collaborative learning process, students are discussing, sharing and participating in active learning to improve their knowledge. However, previous studies also found that collaborative learning approach has its own challenges, for example, it can lead to inequalities division of tasks among group members and only certain students dominating the group discussion.

Thus, there are many strategies for designing a learning environment for effective collaboration. Problem-based learning (PBL) strategy is believed can develop students' cognitive thinking, problem-solving skills and teamwork skills by encouraging them to become independent students and to work in small groups to find solutions. PBL strategy also offer other learning strategies such as project-based learning, situational learning, cooperative learning and collaborative learning making more meaningful learning to be produced. In PBL strategy, problem is the starting point of learning process, which motivates students to keep investigating so they can better understand the problem as well as the solution while the teachers or lecturers will participate only as facilitators in the classroom.

Therefore, this study is carried out to investigate the effects of social collaborative problem-based learning (SCPBL) environment towards students’ cognitive performance and to analyze the types of interaction patterns in SCPBL environment that promotes student’s cognitive performance.

A total of 34 students which consist of 20 students for treatment group and 14 students for control group took part in the study. They are given pre-performance test and post performance test to monitor their cognitive performance. However, only treatment group has to work in a small collaborative group and discussing with each other to solve the three problem based-learning tasks after pre-performance test session. Meanwhile, for control group, they need to solve three non problem-based learning tasks individually. Edmodo become the platform for SCPBL environment. The collected data were analysed using descriptive and inferential statistics for pre and post performance tests, meanwhile, the students’ discussion script are analysed by using Gunawardena, Lowe and Anderson (1997) Interaction Analysis coding scheme, then further with social network analysis for interaction pattern.

Findings in this study showed that treatment group performed better than control group in cognitive performance. For interaction features, students are applying sharing and comparing information the most during discussion while solving the three tasks. This finding suggests that interaction in SCPBL environment can promote students’ cognitive performance.

Keywords:

Interaction, collaborative learning, problem-based learning, social learning, cognitive performance, social network analysis.