Digital platforms and collaborative learning in digital and blended higher education: Evidence from a survey study

Abstract

The intensity of platform use and students' engagement has a tremendous impact on the quality of collaborative learning. This study examines how the use of digital platforms, student engagement, and collaborative learning are related in digital and blended higher education. A sample of 300 students (150 blended and 150 fully online) of three tertiary institutions in Ukraine was involved using a cross-sectional quantitative approach, with data gathered through a structured questionnaire (α = 0.87) and analysed using frequencies, means, standard deviations, independent t-tests, and regression. Results showed that students attending blended learning courses demonstrate a much greater general use of digital platforms (M = 3.9, SD = 0.7) compared to fully online courses (M = 3.6, SD = 0.8). The correlation between digital platform use and quality of collaborative learning is positive and statistically significant (r = 0.52, p < 0.05). Although the relationship is partially mediated by student engagement (B = 0.29, p < 0.05). The collaboration tools (β = 0.25) are better predictors of collaborative learning outcomes than the LMS use (β = 0.09). Moreover, there is a significant difference in the collaborative learning between blended and fully online groups (t(298) = 3.68, p < 0.05), in favour of blended learning. It concludes that the use of digital platforms is a major indicator of collaborative learning, particularly when collaboration-oriented tools are important. The study offers theoretical knowledge and practical advice to institutions of higher learning that aspire to improve collaborative learning in online and blended learning.