Exploring the Relationship Between Collaborative Learning Factors and Perceived Learning

Online courses or distance learning often exhibit lower levels of teacher-student interaction and participation. The success of student collaborative learning in this context depends on various tangible and intangible factors. Therefore, this study explores online collaborative learning and its impact on academic outcomes by examining factors such as learning engagement, collaborative learning, and computer anxiety. This study, conducted at a national university in southern Taiwan, involved 67 participants from the Department of Information Engineering. Findings reveal a significant negative influence of computer anxiety on perceived learning. Additionally, a positive correlation is found between learning engagement and perceived learning, emphasizing the importance of an engaging online environment. The study emphasizes the need to overcome these challenges for a more effective learning experience. Understanding these nuances is crucial for tailored, effective collaborative learning strategies in online education.