Students’ Perception Of Blended Online Learning Design Based Collaborative Learning Model And Its Impact On Learning Outcomes

Collaborative learning is an important learning strategy applied to both face-to-face and distance education to build collaboration skills of students. Although collaborative activities in online learning are more complex, with a proper instructional design it would work well. One way to maximize the use of online collaborative learning is by implementing a combination of asynchronous and synchronous online learning which allows for better interaction and communication amongst students and between students and tutors. The research on collaborative learning models based on a combination of asynchronous and synchronous online learning called Blended Online Learning Design based Collaborative Learning Model (BOLD-CLM) aimed to analyze the role of the model (i) to analyze student perceptions in developing cooperation, improving communication, and satisfaction; and (ii) to analyze the effect of the model on student learning outcomes. This quasi-experimental research included an experimental group and a control group in the online tutorial for the Marketing Management Course in Universitas Terbuka Indonesia. A questionnaire using a Likert scale from strongly agree to strongly disagree is distributed to respondents to extract information related to the role and perceptions of respondents towards the BOLD-CLM. Respondents' perceptions of the BOLD-CLM in the aspects of communication and teamwork and student satisfaction showed positive results. The results of the Mann-Whitney test showed that the score of the assignments between students who took the tutorial with the BOLD-CLM (Experiment Group) and students who took online tutorials with standard online learning (Control Group) differed significantly (.000). It can be concluded that collaborative learning in the BOLD-CLM has a significant effect on students' abilities in achieving learning competencies. The results of the Mann-Whitney test showed that the final scores of the courses between students who took the tutorial with the BOLD-CLM (Experiment Group) and students who took the tutorial with standard online learning (Control Group) differed significantly (.026). Thus, it can be concluded that BOLD-CLM has a significant effect on the learning outcome