Fostering Collaborative Learning Among Online Higher Education Students

Abstract

This study explores the complex dynamics of collaborative learning among online flexible distance students in higher education. Structural equation modeling collected from 388 students using Smartpls4 for analysis reveals complex relationships between interactions with tutors, social presence, social media use, and the mediating role of digital learning attitudes. The research makes important contributions to theory and practice by deepening our understanding of the determinants of collaborative learning in online university education. This knowledge can guide targeted interventions and policy initiatives to promote collaborative learning that positively impacts the learning environment. This study provides strong support for all seven hypotheses and provides strong results that increase the