IMPLEMENTATION OF STRUCTURED COLLABORATIVE STUDY GROUPS FOR AUTHENTIC LEARNING AND COLLABORATIVE PROBLEM-SOLVING IN LARGE-SCALE ONLINE HIGHER EDUCATION

Abstract

Large-scale online classes often face difficulties in maintaining interaction, participation, and meaningful academic engagement. This study examined the implementation of Structured Collaborative Study Groups (CSGs), the authentic learning and collaborative problem-solving experiences documented in the course records, and the challenges encountered in a large-scale online undergraduate course. The study used a qualitative descriptive case study design and conducted a secondary qualitative analysis of existing educational records generated during routine course implementation. The course enrolled 849 students, of whom 674 actively participated in 58 CSGs. The records included presentation and discussion recordings, presentation materials, group reflective narratives, peer- and instructor-assessment records, course-related WhatsApp communication, written feedback, and instructor field observations. The data were analysed manually through familiarisation, coding, categorisation, pattern development, and comparison across data sources. The findings showed that the model was implemented through clearly assigned roles, collaborative preparation, rehearsals, inter-group sparring, live presentations, peer assessment, instructor feedback, and reflection. The records documented experiences related to academic interaction, presentation confidence, teamwork, responsibility, leadership, and mutual support. The records also showed collaborative problem-solving when students responded to academic questions and managed scheduling, coordination, and technical difficulties. However, uneven participation, delayed responses, time-zone differences, and technical disruptions remained important challenges. The study concludes that structured study groups can support authentic academic learning in large online classes when they are supported by clear procedures, reliable communication, assessment and feedback, and contingency arrangements.