Perception of collaborative learning in associate degree students in Hong Kong

Area of Science:

• Educational Psychology
• Social Learning Theory
• Higher Education Studies

Background:

• Collaborative learning is extensively researched globally, yet its perception among associate degree students in Hong Kong remains understudied.
• Understanding student perspectives is crucial for effective implementation of collaborative learning strategies in diverse educational settings.
• The influence of social-emotional competence on collaborative learning perceptions in this demographic is not well understood.

Purpose of the Study:

• To investigate the perceptions and attitudes of associate degree students in Hong Kong towards collaborative learning.
• To examine the relationships between perceived benefits, attitudes towards collaborative learning, and social-emotional competence.
• To provide novel insights into collaborative learning dynamics within a Chinese higher education context.

Main Methods:

• An online questionnaire was administered to 44 associate degree students in Hong Kong.
• Measures included perceived benefits of collaborative learning, attitudes towards collaborative learning, and social-emotional competence.
• Statistical analyses were employed to explore relationships between variables and demographic differences.

Main Results:

• No significant gender differences were found in perceived benefits or attitudes towards collaborative learning.
• Social-emotional competence demonstrated a positive relationship with both perceived benefits and attitudes.
• Attitudes towards collaborative learning were positively associated with perceived benefits.

Conclusions:

• This study is the first to explore collaborative learning perceptions, attitudes, and social-emotional competence among Chinese associate degree students.
• Social-emotional competence appears to be a significant factor influencing how students perceive and engage with collaborative learning.
• Findings suggest that fostering positive attitudes and enhancing social-emotional skills may improve the effectiveness of collaborative learning in this context.