ENHANCING COLLABORATION AND DIGITAL LITERACY THROUGH ONLINE READING-CONCEPT MAPPING-RECIPROCAL TEACHING

Abstract

Teamwork and collaboration are essential for students as they can help them learn how to work effectively with others, preparing them for future academic and professional success. Collaboration skills are helpful in both traditional and digital face-to-face learning environments. Successful implementation of online learning also requires a strong foundation in digital literacy. This study aims to investigate the online Reading-Concept Mapping-Reciprocal Teaching (REMAP-RT) learning model to improve collaboration and digital literacy in higher education. We used a nonequivalent pretest-posttest control group design involving 89 students from three Biology Education study program classes at a state Islamic university in East Java province of Indonesia. Each class was studied using one of three methods: a) REMAP-RT, b) RT, and c) PD. A questionnaire was used to assess students’ collaboration and digital literacy skills. Analysis of covariance (ANCOVA) was used to compare differences in collaboration and digital literacy among the three treatment groups based on questionnaire responses. According to the statistical analysis, students in the REMAP-RT group performed better in collaboration and digital literacy than students from the RT and PD classes. The findings of this study pertain to suggestions for enhancing and optimizing learning models in higher education to foster collaboration and digital literacy.