Explorer les expériences et les perceptions des personnes étudiantes universitaires à l’égard des salles de petits groupes dans les cours en ligne

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt28771

Mots-clés :

salle de petits groupes, apprentissage collaboratif, personnes étudiantes aux cycles supérieurs, environnement en ligne

Résumé

Cette recherche porte sur l'utilisation des salles de petits groupes dans les cours en ligne d'une université privée de la Saskatchewan, au Canada. Elle vise à explorer les facteurs qui contribuent à la réussite des expériences d'apprentissage collaboratif des personnes étudiantes aux cycles supérieurs et à identifier les défis auxquels les personnes étudiantes sont confrontées lors des interactions avec leurs camarades de classe dans les salles de petits groupes. Une approche de recherche qualitative a été utilisée et les données ont été recueillies à l’aide d'une enquête qualitative et d'une discussion de groupe. L'enquête a été distribuée aux personnes étudiantes aux cycles supérieurs dans trois cours en ligne uniques dispensés au sein de la Faculté d'éducation de l'université. Les résultats mettent en évidence une variété d'activités menées dans les salles de petits groupes, allant de discussions ouvertes à des exercices de résolution de problèmes facilités par des outils collaboratifs tels que des documents partagés et Padlet. Les personnes étudiantes ont exprimé leur préférence pour des activités plus simples et plus accessibles, qui favorisaient le travail d'équipe et facilitaient l'échange d'idées entre les membres du groupe. Les défis mentionnés par les personnes étudiantes concernaient l'absence d'instructions écrites pour les activités, la participation inégale ou la domination de certains membres du groupe, et les conflits potentiels résultant de divergences d'opinions. Les recommandations incluent l'exploration plus approfondie d'outils innovants pour améliorer la collaboration virtuelle, des études comparatives entre différents niveaux académiques et des recherches sur les impacts à long terme de l'utilisation des salles de petits groupes sur les résultats d'apprentissage des personnes étudiantes. 

Bibliographies de l'auteur-e

Mariam Farooq, University of Saskatchewan

Mariam Farooq is a PhD candidate at the University of Saskatchewan in Canada. Mariam has over a decade of teaching experience in South Africa and Pakistan. She specialises in technology-enhanced teaching, curriculum design and assessment, with research interests in educational technology and English for academic and professional purposes. Email: mariam_frq@yahoo.com  ORCID: https://orcid.org/0000-0002-4196-4522

Jay Wilson, University of Saskatchewan

Jay Wilson is a professor in the Department of Curriculum Studies and the Principal of the University of Saskatchewan Campus in Prince Albert in Saskatchewan, Canada. Jay teaches in the areas of curriculum, assessment, program evaluation, and technology in teaching. His research focuses on innovative learning design, online teaching, and experiential learning assessment. Email: jay.wilson@usask.ca ORCID: https://orcid.org/0000-0002-0454-6380

Références

Ahmed, K. M. (2021). The impact of utilizing breakout rooms in ESL distance learning from students’ perspectives [Unpublished manuscript]. Faculty of Education, British University in Dubai. https://www.researchgate.net/publication/350771174_The_Impact_of_Utilizing_Breakout_Rooms_in_ESL_Distance_Learning_from_Students_Perspectives

Akpan, V. I., Igwe, U. A., Mpamah, I. B. I., & Okoro, C. O. (2020). Social constructivism: implications on teaching and learning. British Journal of Education, 8(8), 49–56. https://www.eajournals.org/wp-content/uploads/Social-Constructivism.pdf

Almazmome, M. R. (2022). Students’ interaction in breakout rooms. In Higher Education - Reflections from the Field. IntechOpen. https://www.researchgate.net/publication/366829302_Students'_Interaction_in_Breakout_Rooms

Alzahrani, I., & Woollard, J. (2013). The role of the constructivist learning theory and collaborative learning environment on Wiki classroom, and the relationship between them. In Proceedings of the Third International Conference for e-Learning & Distance Education. https://files.eric.ed.gov/fulltext/ED539416.pdf

Antunes, J., & Farooq, M. (2022). Reimagining online and blended provision of English for academic purposes: Practices and reflections from a distributed network in East Africa. Teacher Education through Flexible Learning in Africa, 3(1), 5–22. https://doi.org/10.35293/tetfle.v3i1.3713

Carr, G. (2023). “Give me a minute, I just need to put you into your groups”: Transferring group activities to the online space using breakout rooms. Postgraduate Pedagogies, 3(2), 58–65. https://www.journals.studentengagement.org.uk/index.php/gtateach/article/view/1192

Chacon, M., Levine, R. S., & Bintliff, A. (2023). Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit. Active Learning in Higher Education, 25(3). https://journals.sagepub.com/doi/full/10.1177/14697874231179238

Chandler, K. (2016). Using breakout rooms in synchronous online tutorials. Journal of Perspectives in Applied Academic Practice, 4(3), 16–23. https://doi.org/10.14297/jpaap.v4i3.216

Douglas, S. (2023). Achieving online dialogic learning using breakout rooms. Research in Learning Technology, 31, 2882. https://doi.org/10.25304/rlt.v31.2882

Fotaris, P., & Mastoras, T. (2019, October). Escape rooms for learning: A systematic review. In Proceedings of the European Conference on Games Based Learning (Vol. 2019(1), pp. 235–243). https://cris.brighton.ac.uk/ws/portalfiles/portal/7029200/Escape_Rooms_for_Learning_ECGBL_Fotaris_Mastoras_final_draft.pdf

Gimpel, G. (2022). Bringing face-to-face engagement to online classes: Developing a high-presence online teaching method. Journal of the Scholarship of Teaching and Learning, 22(4), 32–49. https://files.eric.ed.gov/fulltext/EJ1376720.pdf

Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education, 7, 851019. https://doi.org/10.3389/feduc.2022.851019

Huang, Y. C. (2021, May). Comparison and contrast of Piaget and Vygotsky’s Theories. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 28–32). Atlantis Press. https://www.atlantis-press.com/proceedings/ichssr-21/125956903

Kapur, R. (2018). The significance of social constructivism in education. Research Gate. https://www.researchgate.net/publication/323825342_The_Significance_of_Social_Constructivism_in_Education

Marshall, C., Rossman, G., & Blanco, G. (2022). Designing qualitative research (7th Ed.). Sage Publication.

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Nisa, L. Z., Prameswari, T. N., & Alawiyah, Y. I. (2021). The effect of using small group discussions through zoom breakout room to increase the frequency of individual speaking participation in the speaking courses. Journal of Digital Learning and Education, 1(3), 109–117. https://doi.org/10.52562/jdle.v1i3.264

Nordmann, E., Horlin, C., Hutchison, J., Murray, J.-A., Robson, L., Seery, M. K., & MacKay, J. R. D. (2020). Ten simple rules for supporting a temporary online pivot in higher education. PLOS Computational Biology, 16(10), e1008242. https://doi.org/10.1371/journal.pcbi.1008242

Punch, K. F. (2006). Developing effective research proposals. Sage Publication.

Read, D., Barnes, S. M., Hughes, O., Ivanova, I., Sessions, A., & Wilson, P. J. (2022). Supporting student collaboration in online breakout rooms through interactive group activities. New Directions in the Teaching of Physical Sciences, 17(1). https://files.eric.ed.gov/fulltext/EJ1334495.pdf

Redish, E. F., Saul, J. M., & Steinberg, R. N. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65(1), 45–54. https://doi.org/10.1119/1.18498

Saldana, J. (2013). The coding manual for qualitative researchers. Sage Publication.

Saltz, J., & Heckman, R. (2020). Using structured pair activities in a distributed online breakout room. Online Learning Consortium, 24(1), 227–244. https://eric.ed.gov/?id=EJ1249342

Sharmin, S., & Zhang, L. Y. (2022). Experience report on the use of breakout rooms in a large online course. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education – Volume 1 (pp. 328–334). https://doi.org/10.1145/3478431.3499328

Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Sage Publication.

Tsihouridis, C., Batsila, M., Tsihouridis, A., & Vavougios, D. (2022). Learning to be together again! Using virtual breakout rooms to fill the communication and cognitive gap in online classrooms. In M. E. Auer, H. Hortsch, O. Michler, & T. Köhler (Eds.), Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021 (Lecture Notes in Networks and Systems, Vol. 389, pp. 370–381). Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_38

Turner, J. C., & Patrick, H. (2004). Motivational influences on student participation in classroom learning activities. Teachers College Record, 106(9), 1759–1785. https://doi.org/10.1111/j.1467-9620.2004.00404.x

Wachenheim, C., Idowu, A., & Hanson, E. (2023). Student feedback on use of breakout rooms. NACTA Journal, 67(1). https://doi.org/10.56103/nactaj.v67i1.100

Wali, F. A., & Tammam, Z. (2024). The effectiveness of breakout rooms in blended learning: A case study in the faculty of engineering, design, and information technology (EDICT) degree at Bahrain Polytechnic. In Embracing Cutting-Edge Technology in Modern Educational Settings (pp. 69–92). IGI Global. https://doi.org/10.4018/979-8-3693-1022-9.ch004

Wilkins, S., Butt, M. M., Hazzam, J., & Marder, B. (2023). Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning. International Journal of Educational Management, 37(2), 465–482. https://doi.org/10.1108/IJEM-10-2022-0412

Veldkamp, A., van de Grint, L., Knippels, M. C. P., & van Joolingen, W. R. (2020). Escape education: A systematic review on escape rooms in education. Educational Research Review, 31, 100364. https://doi.org/10.1016/j.edurev.2020.100364

Vygotsky, Lev (1978). Mind in society. Harvard University Press.

Zhan, H. (2008). The effectiveness of instructional models with collaborative learning approaches in undergraduate online courses [Doctoral dissertation, Northern Arizona University]. https://www.learntechlib.org/p/125783/

Téléchargements

Publié-e

2026-01-16

Numéro

Vol. 51 No. 3 (2025): Automne

Rubrique

Articles

Licence

© Mariam Farooq, Jay Wilson 2025

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.