The world is characterised by volatility, uncertainty, complexity and ambiguity. Disruptive online technology is impacting education. Students in higher education should be adaptive, resilient, deeper self-directed learners who take ownership of their learning and transfer knowledge and skills to solve problems in new contexts. The challenge is to apply cooperative learning (CL) and to promote deeper self-directed learning (DSDL) in online environments. With this research we aimed to determine how technology-supported cooperative learning (TSCL) could be implemented to enhance DSDL. A sequential explanatory mixed methods research design was applied. The self-rating scale of self-directed learning (SRSSDL) and the cooperative learning perception questionnaire (CLPQ) were administered before and after a TSCL intervention. Reflective journals were used as a qualitative data-collection instrument. The population consisted of 31 second-year computer science education pre service teacher students enrolled in a course on computer networks. The quantitative data indicate an improvement in self directed learning with a medium effect. The qualitative data support the quantitative results and suggested that the TSCL intervention contributed to fostering DSDL. Guidelines covering group composition, cooperative learning structure, class preparation, reflection, and task design are proposed, although their transferability to other populations requires further research.

https://doi.org/10.15700/saje.v45ns1a2676

ORCiD iDs of authors:
Sukie van Zyl – https://orcid.org/0000-0001-7070-2719
Roxanne Bailey - https://orcid.org/0000-0001-5326-274X