The recent Covid-19 pandemic made universities rethink their traditional educational models, shifting, in some cases, to pure online or hybrid models. Hybrid settings usually involve onsite (, in the classroom) and online (, in a different classroom, at home) students simultaneously under the instruction of the same teacher. However, while these models provide more flexibility to students, hybridity poses additional challenges for the specific case of collaborative learning, likely increasing the teachers' orchestration load and potentially hampering fruitful interactions among learners. In order to gather empirical evidence on the impact of hybridity in collaborative learning, this paper reports a study conducted in a hybrid classroom where a Jigsaw collaborative pattern was implemented with the Engageli software. The study involved 2 teachers and 67 students enrolled in a computer science undergraduate course. Teachers' post-interviews, questionnaires and an epistemic network analysis (ENA) were used to produce study findings. Results show that teachers reported a medium-to-high orchestration load for implementing and setting up the collaborative activities in the hybrid classroom. Among the factors that contributed most to such load, teachers highlighted the creation and live management of groups and collaborative documents. Additionally, the ENA showed that teachers put much effort on monitoring group interactions and solving technical issues. Finally, we observed relevant differences on students' perceptions (, satisfaction with the attention received by the teachers) based on the cohort sizes and on the students’ attendance modality (onsite vs. online).

中文翻译：

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混合学习环境中的协作活动：探索教师编排负荷和学生的感知


最近的 Covid-19 大流行让大学重新思考其传统教育模式，在某些情况下转向纯在线或混合模式。混合设置通常涉及现场（在教室）和在线（在不同的教室、在家）学生在同一位老师的指导下同时进行。然而，虽然这些模型为学生提供了更大的灵活性，但混合性给协作学习的具体情况带来了额外的挑战，可能会增加教师的编排负担，并可能阻碍学习者之间富有成效的互动。为了收集关于混合性对协作学习影响的经验证据，本文报告了一项在混合教室中进行的研究，其中使用 Engageli 软件实施了 Jigsaw 协作模式。该研究涉及 2 名教师和 67 名就读计算机科学本科课程的学生。教师的采访、问卷调查和认知网络分析（ENA）被用来得出研究结果。结果显示，教师报告了在混合课堂中实施和设置协作活动的中等到高的编排负荷。在造成这种负担的最大因素中，教师强调了小组和协作文档的创建和实时管理。此外，ENA 还表明，教师在监控小组互动和解决技术问题上付出了很大的努力。最后，我们根据队列规模和学生出勤方式（现场与在线）观察到学生感知（对教师关注的满意度）的相关差异。