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Recommendations for Designing Collaborative Activities in Online Higher Education: Systematic Review

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Title: Recommendations for Designing Collaborative Activities in Online Higher Education: Systematic Review
Language: English
Authors: Elisabeth Ransanz Reyes (ORCID 0000-0001-5659-2074), Ainhoa Arana-Cuenca (ORCID 0000-0002-3583-0237), Ana Isabel Manzanal Martínez (ORCID 0000-0003-0610-0451)
Source: Journal of Technology and Science Education. 2025 15(1):4-17.
Availability: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Curriculum Design, Online Courses, Higher Education, Cooperative Learning, Instructional Design, Computer Assisted Instruction, Electronic Learning, Context Effect, Educational Strategies, Teaching Methods, Information Technology, Technology Integration, Knowledge Management
ISSN: 2014-5349
2013-6374
Abstract: Online learning, especially in higher education, has grown in recent years and the study of its didactic implications has also increased. Online experiences have been found to be as successful as face-to-face ones, but there is a concern about a lack of social interaction among students. This makes it necessary for teachers to plan collaborative activities. Therefore, the aim of the present work is to analyse the main design features of collaborative activities that have been reported as successful in higher education. A total of 46 articles published between the years 2018 and 2023 were analysed in a systematic review based on the PRISMA Statement. Their main elements were grouped into three categories: contextual factors; pedagogical strategies; and ICT tools and resources that favour the development of such activities. By way of conclusion, recommendations for the design and instruction of a collaborative higher education activity in an online environment are presented.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470676
Database: ERIC
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  Data: Recommendations for Designing Collaborative Activities in Online Higher Education: Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Elisabeth+Ransanz+Reyes%22">Elisabeth Ransanz Reyes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5659-2074">0000-0001-5659-2074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ainhoa+Arana-Cuenca%22">Ainhoa Arana-Cuenca</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3583-0237">0000-0002-3583-0237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Isabel+Manzanal+Martínez%22">Ana Isabel Manzanal Martínez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0610-0451">0000-0003-0610-0451</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Science+Education%22"><i>Journal of Technology and Science Education</i></searchLink>. 2025 15(1):4-17.
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  Data: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
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  Data: Online learning, especially in higher education, has grown in recent years and the study of its didactic implications has also increased. Online experiences have been found to be as successful as face-to-face ones, but there is a concern about a lack of social interaction among students. This makes it necessary for teachers to plan collaborative activities. Therefore, the aim of the present work is to analyse the main design features of collaborative activities that have been reported as successful in higher education. A total of 46 articles published between the years 2018 and 2023 were analysed in a systematic review based on the PRISMA Statement. Their main elements were grouped into three categories: contextual factors; pedagogical strategies; and ICT tools and resources that favour the development of such activities. By way of conclusion, recommendations for the design and instruction of a collaborative higher education activity in an online environment are presented.
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      – Text: English
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Online Courses
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      – SubjectFull: Higher Education
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Context Effect
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Information Technology
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