Online-Based Collaborative Learning: Economics Teaching Innovation in Higher Education
Keywords:Online-based collaborative learning, economics teaching, microeconomics, macroeconomics
The goal of this study is to assess student views regarding online-based collaborative learning in the context of economics classroom instruction. The term "collaborative learning" refers to learning that takes into consideration characteristics such as interaction with the subject matter, exploration, transformation, presentation, and reflection. The participants in this study were 221 undergraduate students who were enrolled in economics courses. The questionnaire was delivered through Google Forms, which served as the data collection method. The descriptive statistics were employed on the study instrument, which included as many as 53 questions, and the analysis was divided into five stages: the data distribution test, descriptive statistics, instrument validity and reliability, and hypothesis testing. Among the findings: the data is normally distributed, a large majority of students strongly agree with online-based collaborative learning, the instrument used passes the validity and reliability tests, and findings from hypotheses testing indicate that all five hypotheses were tested and found to be statistically significant. Future study options include the development of research variables and the use of associative statistics to analyze the data.