Knowledge development, technology and quality of experience in collaborative learning: a perspective from Saudi Arabia universities.

Alyami, A; Pileggi, SF; Hawryszkiewycz, I

Knowledge development, technology and quality of experience in collaborative learning: a perspective from Saudi Arabia universities.

Alyami, A Pileggi, SF Hawryszkiewycz, I

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Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Qual Quant, 2022, pp. 1-20
Issue Date:: 2022-08-23

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Field	Value	Language
dc.contributor.author	Alyami, A
dc.contributor.author	Pileggi, SF
dc.contributor.author	Hawryszkiewycz, I https://orcid.org/0000-0003-2256-0132
dc.date.accessioned	2022-11-01T23:00:43Z
dc.date.available	2022-06-20
dc.date.available	2022-11-01T23:00:43Z
dc.date.issued	2022-08-23
dc.identifier.citation	Qual Quant, 2022, pp. 1-20
dc.identifier.issn	0033-5177
dc.identifier.issn	1573-7845
dc.identifier.uri	http://hdl.handle.net/10453/163122
dc.description.abstract	Technology has recently gained relevance within collaborative learning environments to provide robustness, agility and flexibility. Several recent studies have investigated the role of technology, as well as researchers have defined different metrics to assess learning outcomes and experience along the collaborative knowledge development process. More recently, technology has played a key role to face the new challenges related to COVID-19, which forced to move on remote or hybrid learning. This research focuses on the quality of learning experience in terms of academic performance and perceived satisfaction. From a methodological point of view, a conceptual framework has been proposed and a quantitative study has been conducted among undergraduate and postgraduate students that are undertaking programs related to System Design in Saudi Arabia universities. 152 responses have been collected through an online survey and analysed using SPSS and SmartPLS. Results show a positive impact of technology along the collaborative knowledge development process and a strong correlation among the different quality of learning experience parameters considered. Indeed, despite some challenges, an integrated use of technology seems to properly support the most pressing needs in terms of quality experience, while the well-known social/educational issues related to the COVID-19 pandemic are not object of this study. Those findings are expected to contribute to the Saudi Arabia's vision 2030 and, more holistically, to the assessment of collaborative learning environments that extensively rely on technology.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Qual Quant
dc.relation.isbasedon	10.1007/s11135-022-01476-9
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in Qual Quant. The final authenticated version is available online at: http://doi.org/10.1007/s11135-022-01476-9
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	0104 Statistics, 1608 Sociology, 1701 Psychology
dc.subject.classification	Social Sciences Methods
dc.title	Knowledge development, technology and quality of experience in collaborative learning: a perspective from Saudi Arabia universities.
dc.type	Journal Article
utslib.location.activity	Netherlands
utslib.for	0104 Statistics
utslib.for	1608 Sociology
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - PERSWADE - Centre on Persuasive Systems for Wise Adaptive Living
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	open_access	*
dc.date.updated	2022-11-01T23:00:36Z
pubs.publication-status	Published online

Abstract:

Technology has recently gained relevance within collaborative learning environments to provide robustness, agility and flexibility. Several recent studies have investigated the role of technology, as well as researchers have defined different metrics to assess learning outcomes and experience along the collaborative knowledge development process. More recently, technology has played a key role to face the new challenges related to COVID-19, which forced to move on remote or hybrid learning. This research focuses on the quality of learning experience in terms of academic performance and perceived satisfaction. From a methodological point of view, a conceptual framework has been proposed and a quantitative study has been conducted among undergraduate and postgraduate students that are undertaking programs related to System Design in Saudi Arabia universities. 152 responses have been collected through an online survey and analysed using SPSS and SmartPLS. Results show a positive impact of technology along the collaborative knowledge development process and a strong correlation among the different quality of learning experience parameters considered. Indeed, despite some challenges, an integrated use of technology seems to properly support the most pressing needs in terms of quality experience, while the well-known social/educational issues related to the COVID-19 pandemic are not object of this study. Those findings are expected to contribute to the Saudi Arabia's vision 2030 and, more holistically, to the assessment of collaborative learning environments that extensively rely on technology.

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http://hdl.handle.net/10453/163122