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Using a nonequivalent pretest-posttest control group design with 89 students and ANCOVA, the results show REMAP-RT outperforms RT and PD in both collaboration and digital literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 9  \nENHANCING COLLABORATION AND DIGITAL LITERACY THROUGH ONLINE READING-CONCEPT MAPPING-RECIPROCAL TEACHING  \nDr. Mar’atus SHOLIHAH  \nORCID: 0000-0003-0925-4405 Department of Biology Education Universitas Islam Balitar  \nBlitar, INDONESIA  \nDr. Siti ZUBAIDAH  \nORCID: 0000-0002-0718-6392 Department of Biology Universitas Negeri Malang Malang, INDONESIA  \nDr. Susriyati MAHANAL  \nORCID: 0000-0001-5764-2184 Department of Biology Universitas Negeri Malang Malang, INDONESIA  \nReceived: 16/02/2025 Accepted: 10/04/2025  \nABSTRACT  \nTeamwork and collaboration are essential for students as they can help them learn how to work effectively with others, preparing them for future academic and professional success. Collaboration skills are helpful in both traditional and digital face-to-face learning environments. Successful implementation of online learning also requires a strong foundation in digital literacy. This study aims to investigate the online Reading-Concept Mapping-Reciprocal Teaching (REMAP-RT) learning model to improve collaboration and digital literacy in higher education. We used a nonequivalent pretest-posttest control group design involving 89 students from three Biology Education study program classes at a state Islamic university in East Java province of Indonesia. Each class was studied using one of three methods: a) REMAP-RT, b) RT, and c) PD. A questionnaire was used to assess students’ collaboration and digital literacy skills. Analysis of covariance (ANCOVA) was used to compare differences in collaboration and digital literacy among the three treatment groups based on questionnaire responses. According to the statistical analysis, students in the REMAP-RT group performed better in collaboration and digital literacy than students from the RT and PD classes. The findings ofthis study pertain to suggestions for enhancing and optimizing learning models in higher education to foster collaboration and digital literacy.  \nKeywords: Collaboration, digital literacy, concept mapping, reciprocal teaching, online learning.  \nINTRODUCTION  \nCollaboration skills are seen as a means to achieve learning goals and outcomes for college students (Kuhn, 2015). Contemporary perspectives underscore the significance of collaboration skills as the ability to assume accountability for effectively engaging in cooperative endeavours with others (Fenwick & Kelly, 2023) . Collaboration skills are one of the most critical competencies college students must possess to facilitate their ongoing learning (Nemiro, 2020) . Collaboration is a crucial interpersonal element that enables college students to realize their potential as adult learners (Fenwick & Kelly, 2023) . Recently, educational researchers have agreed to shift the focus from collaboration as a way of teaching courses towards the idea  \nthat collaboration is an educational outcome within the framework of 21st century skills (Liebech-Lien & Sjølie, 2021) . Consequently, educators have faced increasing demands over the last ten years to restructure their instructional approaches to cultivate collaborative skills among college students in the classroom (Ritter et al., 2018) .  \nOne frequently mentioned issue in higher education is the deficiency in students’ ability to collaborate effectively (Hidayati, 2019; Le et al., 2018) . Collaboration in scientific classes occurs when there is a requirement to address difficulties in the course collectively (Haataja et al., 2021) . However, Woolard (2018) emphasizes that arranging students to work in groups is challenging and rarely makes collaboration a teaching subject. There is a prevailing sense of apathy and indifference among students towards group assignments, leading them to opt for solitary work and split the tasks within the group (Donelan & Kear, 2023; Hidayati, 2019). The challenge at hand necessitates the implementation of a pedagog","cbCaitvEZDggs2KP","https://ap.wps.com/l/cbCaitvEZDggs2KP","pdf",970079,"English","# Introduction\n## Background on collaboration skills\n## Active learning and cooperative learning\n## Online cooperative learning and digital literacy","[{\"question\":\"What learning model does the study evaluate?\",\"answer\":\"The study evaluates the online Reading-Concept Mapping-Reciprocal Teaching (REMAP-RT) model.\"},{\"question\":\"How was students’ collaboration and digital literacy assessed?\",\"answer\":\"A questionnaire was used to assess collaboration and digital literacy skills.\"},{\"question\":\"Which group performed best according to the statistical analysis?\",\"answer\":\"Students in the REMAP-RT group performed better in both collaboration and digital literacy than students in the RT and PD groups.\"}]","Enhancing Collaboration and Digital Literacy Through Online Reading-Concept Mapping-Reciprocal Teaching | PDF",1792042934,48]