Investigating EFL students’ perceived values of online cooperative learning in MOOCs

Oct 15, 2026

The article investigates what shapes English as a foreign language (EFL) students’ satisfaction with online cooperative learning in massive open online courses (MOOCs). Using a mixed-methods design, the study collects quantitative survey data from 374 students and qualitative insights from semi-structured interviews with 16 participants. Results indicate that cooperative learning can improve academic performance, engagement, and social interaction, while challenges include language barriers, unequal participation, and technical issues. The findings stress the value of clear task assignment, effective leadership, and structured collaboration, and call for further study of cultural and linguistic factors affecting learner experiences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Background of online cooperative learning in MOOCs

Methods

Mixed-methods design: survey and interviews

Findings

Benefits for performance, engagement, and interaction

Challenges: language barriers, unequal participation, technology

Strategies and implications

Task clarity, leadership, structured collaboration

Digital tools and flexible/inclusive participation

Research gaps and future directions

OPEN ACCESS Research Article Contemporary Educational Technology, 2025, 17(1), ep552 ISSN: 1309-517X (Online) Investigating EFL students’ perceived values of online cooperative learning in MOOCs Cao Tuong Dinh 1* 0000-0002-3879-7655 1 FPT University, Can Tho, VIETNAM * [Corresponding author:](Corresponding author: TuongDC@fe.edu.vn)[ TuongDC@fe.edu.vn](Corresponding author: TuongDC@fe.edu.vn) Citation: Dinh, C. T. (2025) . Investigating EFL students’ perceived values of online cooperative learning in MOOCs. Contemporary Educational Technology, 17(1), ep552. [https://doi.org/10.30935/cedtech/15718](https://doi.org/10.30935/cedtech/15718) ARTICLE INFO ABSTRACT | Received: 29 Aug 2024
Accepted: 19 Nov 2024
INTRODUCTION | In the rapidly evolving landscape of online education, understanding what drives student satisfaction is crucial for designing effective learning experiences. The study examines the factors influencing English as a foreign language (EFL) students’ satisfaction with online cooperative learning (CL) in massive open online courses (MOOCs) . Employing a mixed-methods approach, the research investigates how different aspects of CL contribute to student satisfaction and identifies challenges students face in such environments. Quantitative data were gathered from 374 students through a structured survey, while qualitative insights were derived from semi-structured interviews with 16 participants. The findings suggest that CL enhances academic performance, engagement, and social interaction among students. However, challenges such as language barriers, unequal participation, and technological issues were also highlighted. The study emphasizes the importance of clear task assignments, effective leadership, and structured collaboration to mitigate these challenges. The research underscores the need for further exploration into the nuanced experiences of EFL students in MOOCs, particularly concerning cultural and linguistic factors that may influence their learning outcomes. These insights contribute to the broader understanding of how CL can be optimized in online education settings to enhance student satisfaction.
Keywords: online cooperative learning, MOOCs, constructivism theory, higher education | | --- | --- | The educational framework has witnessed significant transformation due to rapid technological innovations and the unprecedented worldwide impact of the COVID-19 pandemic. Digital education has emerged as a prevailing mode of pedagogical delivery, offering educators and learners both prospects and challenges. A pedagogical instruction that has demonstrated potential to enhance the online learning experience is cooperative learning (CL) . While collaborative learning offers a plethora of benefits, for examples, the augmentation of learners’motivation and self-efficacy (Mohammadjani & Tonkaboni, 2015), which consequently leads to increased levels of satisfaction (Almaiah et al., 2020), deeper understanding of learning subjects (Doo et al., 2020), anda sense of community and belonging (Wang & Wu, 2022), it is not without its challenges. Students may experience discomfort with collaborative tasks or may exhibit unequal participation, resulting in potential discord (Wang & Wu, 2022) . To address these challenges, instructors must provide clear guidelines, facilitate effective communication, and ensure that all group members are held accountable (Faja, 2013; Phungsuk et al., 2017) . Moreover, disparities in time zones within online courses catering to a global student demographic can exacerbate the challenges associated with the coordination of synchronous group endeavors, thereby necessitating the implementation of flexible scheduling alternatives or asynchronous collaborative methodologies (Malan, 2021) . Technological impediments such as inconsistent internet connectivity and insufficient devices may significantly obstruct students’ engagement in collaborative activities (Almaiah

FAQs

What does the study investigate about EFL students in MOOCs?

It examines EFL students’ perceived values of online cooperative learning and how different aspects of cooperative learning relate to their satisfaction in MOOCs.

How were the research data collected?

The study uses a mixed-methods approach, collecting quantitative survey responses from 374 students and qualitative data from semi-structured interviews with 16 participants.

What benefits of cooperative learning are reported for EFL students?

Cooperative learning is associated with improved academic performance, greater engagement, and stronger social interaction among students.

Oct 15, 2026

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