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Title: HOW TO EMPOWER HIGHER EDUCATION COLLABORATIVE LEARNING WITH
CLOUD-BASED GRAPHIC DESIGN TOOL
Author(s): M. Aho
Affiliation: Savonia University of Applied Sciences (FINLAND)
Appears in: EDULEARN22 Proceedings
Pages: 1227-1236
Publication year: 2022
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0327
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Please cite the original version:
M. Aho (2022) HOW TO EMPOWER HIGHER EDUCATION COLLABORATIVE LEARNING WITH CLOUD-BASED
GRAPHIC DESIGN TOOLS, EDULEARN22 Proceedings, pp. 1227-1236.
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HOW TO EMPOWER HIGHER EDUCATION COLLABORATIVE
LEARNING WITH CLOUD-BASED GRAPHIC DESIGN TOOLS
M. Aho
Savonia University of Applied Sciences (FINLAND)
Abstract
Successful collaborative learning requires collaborative tools. This case study focuses on international
students' collaborative learning experiment case in Savonia University of Applied Sciences in Finland.
The research problem is to empower higher education collaborative learning with cloud-based graphic
design tools.
In data collection, we utilized multiple sources of evidence. The pedagogical experiment takes place in
students' practical project work in the Digital communication project course in the Spring of 2022, where
data was collected. The group in Savonia consisted of international Bachelor of Business Administration
(BBA) degree students and exchange students, mainly from Europe. The preliminary communication
and design skills varied. The course had 30 students. The primary study goal was to gather practical
communication, design, and collaborative skills.
Students get essential communication and graphic design skills during theory lessons in the first stage.
Then we divided the group into six (6) project teams where we applied a collaborative learning approach.
In the project work, students designed yearbook publication content with cloud-based graphic design
software Canva. Each team worked on a different topic which they decided in the brainstorming session.
Finally, students presented the publication in the final publication seminar. Students also gave oral peer
feedback.
We analyzed input with thematic analysis to determine which factors promoted and hindered collaboration in
the project. Observations during the process were beneficial in tackling shared document collaborative
processing challenges. In addition, the findings could help implement collaborative learning with collaborative
design tools. As a result, students had positive interdependence in designing school yearbook content.
Keywords: collaborative learning, student project collaboration, case study, thematic analysis, pedagogical
experiment, Canva, graphic design.
1 INTRODUCTION
Collaborative learning is a way of teaching and learning in which students work together as a team to
explore an important question or create a project. Collaborative learning represents a shift to student-
centered learning in college classrooms. There is no need to remove all teacher-centered lecturing
altogether. The lecturing process can live alongside other methods that are based on students'
discussion and active work with course material [1]. With this type of instruction, the teacher acts more
as a facilitator than a lecturer [2].
Individuals are responsible for their actions, including learning and respecting the abilities and
contributions of their peers in collaborative philosophy. In all situations where people come together in
a team, it suggests a way of dealing with people which respects and highlights individual group
members' abilities and contributions. Students can work together cooperatively to accomplish shared
learning goals. [3]
Studies show that autonomy-supportive teachers (in contrast to controlling) catalyze greater intrinsic
motivation, curiosity, and desire for the challenge in their students. On the contrary, students taught with
a more controlling approach lose initiative and learn less effectively, especially when learning requires
conceptual or creative processing. [4]
Positive independence is vital for collaborative learning. Students can, for example, set goals (positive
goal interdependence). They can select the environment (environmental interdependence). Students
can share rewards (positive reward interdependence) and even make friendships (positive identity
interdependence). All these elements can support better collaborative learning outcomes. [5]
Proceedings of EDULEARN22 Conference
4th-6th July 2022, Palma, Mallorca, Spain
ISBN: 978-84-09-42484-9
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There is a lot of study on collaborative learning in primary and secondary education with benefits and
challenges [6]. But not as much in the higher education context. Even students are familiar with-it at
earlier levels of education. It's a fact that we higher educators are moving forward. It's a shift from a
traditional teacher-directed paradigm toward student-centered learning to have better learning outcomes [7].
This case study focuses on international students' collaborative learning experiment case at Savonia
University of Applied Sciences in Finland. The research problem is to empower higher education
collaborative learning with cloud-based graphic design tools.
The pedagogical experiment takes place in students' practical project work in the Digital communication
project course in the Spring of 2022, where data was collected. The group in Savonia consisted of
international Bachelor of Business Administration (BBA) degree students and exchange students,
mainly from Europe. The preliminary communication and design skills varied. The course had 30
students. The primary study goal was to gather practical communication, design, and collaborative skills.
Students get essential communication and graphic design skills during theory lessons in the first stage.
Then we divided the group into six (6) project teams where we applied a collaborative learning approach.
In the project work, students designed yearbook publication content with cloud-based graphic design
software Canva. Three (3) teams were new users of Canva software, and the other half had at least
some earlier experience with it. Each team worked on a different topic which they decided on in the
brainstorming session. Finally, students presented the publication in the final publication seminar.
Students also gave oral peer feedback.
The findings of factors that supported or hindered collaborative learning can increase knowledge to carry
out this kind of experiment in the future. Also, teachers' lessons learned could help in the managing of
collaborative learning projects.
The case study research questions were:
- Which factors promoted collaboration in the project?
- Which factors hindered collaboration in the project?
- How do international students experience collaborative learning?
According to Laal's earlier research, we expected that five things should support collaborative learning. [3]
- Perceived positive interdependence;
- Considerable promotive interaction;
- Perceived individual accountability and personal responsibility to achieve the group's goals;
- Frequent use of the relevant interpersonal and small-group skills and;
- Frequent and regular group processing of current functioning improves the group's future effectiveness.
2 METHODOLOGY
In particular, the case study provides information on the research problem and related phenomena.
According to Yin, the case study is justified by unique phenomena that cannot be repeated as such. [8]
Therefore, a comparison group is also not needed in the case study. [8] The course students operate
as a single case embeds six smaller project teams. It's a unique study and cannot be repeated in exactly
the same context. That's the main reason for the case study approach. Case studies can also be used
to explore factors that occur in different organizations. Others can learn from the research findings of
the case study by applying a model of project work. Moreover, when implementing a similar project, they
can avoid the worst stumbling blocks and have a bit smoother flight.
I used mixed study methods to reinforce qualitative data (observations and semi-structured interviews)
with quantitive data (the open-ended survey). This approach can complement data to answer research
questions. In data collection, I utilized multiple sources of evidence [8].
The second reason I selected this methodology for the study is because of the research questions. According
to Yin, the case study is excellent for researching and clarifying how and why research questions. [8]
This case study focuses on international students' collaborative learning experiment case in Savonia
University of Applied Sciences in Finland. I used thematic analysis as a method of analyzing qualitative
data to outline key topics, ie themes. Our qualitative data was gathered during the activities of the
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experiment. Data included open-ended survey, semi-structured interviews, student feedback and
teachers' observations. Table 1 describes the progress of the pedagogical experiment step by step.
Table 1. activities of the experiment.
Student input
Student output
Teachers’ activities
Preparation
-
-
Experiment guidelines,
assignment planning,
communication
Orientation
Study goals, gathering basic graphic
design skills, yearbook topic
brainstorming session, topic selection,
participation in lessons, collecting data,
individual learning video
Lessons
assignments,
survey
management
Practical lessons, monitoring
assignments
Project
kick-off
Preparing yearbook content
Yearbook article
design with Canva
Experiment management and
communication, interviews,
observation
Checkpoint
Print design, peer feedback, interviews
Yearbook article
draft
Experiment management and
communication, semi-structured
interviews, observation
Final
seminar
Yearbook designs presentations, oral
peer feedback
Yearbook
presentations, peer
review
Experiment management and
communication, Zoom
conference arrangement,
observation, yearbook publication
Feedback
Written course feedback, project work
feedback
Feedback of
experiment
Feedback surveys, Thematic
analysis, article writing
Teachers prepared the theory assignments of the experiment in advance. In project work, students have
the independence to brainstorm and select topics and gather data and content for it.
After collecting all data, I proceed with thematic analysis. First, I listened to interviews, transcribed, read
the text, and made initial notes. Then, after familiarizing myself with the data, I coded it by highlighting
sections of the text. Each code describes the idea or feeling expressed in that part of the text. After that,
I used an inductive approach where the data determined themes. Themes are broader than codes. Next,
I reviewed our themes to ensure that they represented all data accurately. I combine some duplicate
categories and a select list of final themes. [9]
In the open-ended survey, the sample size is small (n=16). For that reason, I used descriptive statistics
to analyze the quantitative data.
A total of 24 students completed the course. Six students drop out during the course at some stage (in
the theory or project work sections). The remaining participants are not as representative as the original
sample, but still, all project teams completed the task. Informed drop-out reasons didn't link to course
content or learning methods themselves. Those students announced dropping out because they were
too busy or sick. This course wasn't a mandatory course for students.
It's always possible that during the transcription process, some words were misunderstood because of
different accents of English. Moreover, observations can always affect biases. To avoid them, I used,
for example, multiple sources of evidence and methodological triangulation.
3 RESULTS
Next, I will present the results of the survey (March 2022), interviews (April 2022), and feedback (May
2022). In addition, teachers made observations during the process, for example, by pictures, videos,
email, and notes.
3.1 Observations
Teachers made observations during the process, such as pictures, videos, emails, and notes.
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3.1.1 Which factors promoted collaboration in the project?
- Teachers were able to give feedback by commenting on students' designs (speed bubbles in Canva)
- Printing designs still provide valuable insights to collaborate
- Essential skills to use software and its collaborative tools help project work implementation
- Checkpoints (smaller milestones) can help to get the project done in time
The teacher gives feedback to students' designs via the cloud-based graphic design tool Canva.
A feedback board for students' printed designs in checkpoint meetings is a valuable tool to teach and
ensure visual design consistency.
3.1.2 Which factors hindered collaboration in the project?
• Issues in sharing a document (link settings)
• Sometimes shared files go to different teams' folders in Canva.
• Lessons can get too noisy sometimes.
• Hybrid seminars need wireless microphones in big classrooms, especially when the audience
gives oral feedback.
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The final seminar was organized in the hybrid model. As a result, sometimes remote students didn't hear
audience comments.
3.2 Survey 2022
In Savonia, 16 students responded to the collaborative learning survey in March 2022.
3.2.1 How do international students experience collaborative learning?
According to Laal's and others' earlier study, I created survey statements about collaborative learning's
known benefits [3]. Students answered after two-hour collaborative Canva design work, which prepared
students' skills for final project work. Students worked on small (six) teams to work on a collaborative
way to achieve a shared goal. After the assignment, students answer a small survey. I added a new
statement that didn't exist in earlier research: "empower creativity."
Statements (Answer about collaborative learning 1=Strongly disagree, 2=Disagree, 3=Neither agree nor
disagree, 4=Agree, 5=Strongly agree)
a) Develops oral communication skills
b) Involves actively in the process of learning
c) Develops positive attitudes towards teacher
d) Cooperation reduces anxiety
e) Increases self-esteem
f) Promotes critical thinking skills
g) Establishes a positive atmosphere
h) Perceive positive interdependence
i) Empower creativity
Table 2 describes the survey statements' frequencies. Due to the small sample size, I used descriptive
statistics to analyze the quantitative data.
Table 2. statements about collaborative learning.
Statement about collaborative learning
1
2
3
4
5
Missing
A. Develops oral communication skills
1
11
3
1
B. Involves actively in the process of learning
1
1
6
7
C. Develops positive attitudes towards teacher
1
1
4
9
1
D. Cooperation reduces anxiety
1
3
5
6
1
E. Increases self-esteem
1
5
6
3
1
F. Promotes critical thinking skills
1
1
2
4
7
1
G. Establishes a positive atmosphere
1
1
5
8
1
H. Perceive positive interdependence
1
2
7
5
1
I. Empower creativity
1
1
5
9
Table 3 describes the survey statements' descriptive statistics. Again, I used a Likert scale (1=Strongly
disagree, 2=Disagree, 3=Neither agree nor disagree, 4=Agree, 5=Strongly agree) which is commonly
used in this kind of a series of statements.
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Table 3. descriptive statistics.
Notably, only one student answered "Strongly disagree," but the student has written open feedback was
surprisingly positive. It may affect analysis if one student has understood disagreed meaning to the
opposite one.
3.2.2 Which factors promoted collaboration in the project?
“We were able to be creative and work with our own ideas.” (Student A)
“Fusion of ideas through brainstorming. The process was very engaging because we kept
modifying till we got something. “ (Student B)
“The practical activities - I love learning theory and then putting it into practice. “ (Student C)
3.2.3 Which factors hindered collaboration in the project?
“Maybe more time for the project” (Student D)
“Asking students to stop talking during class, sometimes I struggle to hear the teachers
because other students are very loud.” (Student E)
3.3 Interviews 2022
The project teams interviewed proceeded in the April of 2022, and six (6) teams participated. Again, I found
several themes after coding data. In addition, I combined some topics which represented the same things.
3.3.1 Which factors promoted collaboration in the project?
I found five themes after thematic analysis. "Table 4" describes the themes and how many students
have mentioned them. For example, if a student has discussed the same theme twice, it counts only
once. Therefore, the same answers could include several themes.
Table 4. themes of benefits.
Theme
Examples
n
Software
The working with canva making other things easier, now things will be really easier. Say it's
much better than some like powerpoints and other applications for this, it's easier than
photoshop or powerpoint, it's very user friendly,
17
Skills
For example like some photoshop skills also or something like that, it like it can be like
professional. I mean you can basically do everything using it like presentations or.
Instagram stories it. Is this a video or like a poster, like making the video is almost the
same as making the poster, we can do almost everything and like for the design.
15
Teachers
The teachers were appreciated, you are very cool with pupils, professor is happy to give
his skills and his knowledge
3
Accessibility
to information
We can find on the website or everything like a lot of information about services, it wasn't
hard to find it, easy to find everything
5
Sharing work
Is it easy to just share a link if you can share all full presentation, you can just show the share
link. Allow us to work at the same time on the same file. It took like one minute to just share
to whole team of six people, only need an email i think and and then you're done.
7
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In the software theme one student answered:
“The working with Canva making other things easier, because for example in the previous
time when we had different projects, we all were always were doing this in PowerPoint or
in Word document like making flyers or something I remember.” (Student F)
In skills themes, one student responded:
“For example, like some Photoshop skills also or something like that.” (Student G)
In the teacher's theme, one student answered:
“And also the teachers were appreciated.” (Student H)
In the accessibility to information theme, a student responded:
“It's same like everything is on the website, so it was. Easy to find everything.” (Student I)
In the Sharing work theme, a student responded:
“I think it's really nice that Canva allow us to work at the same time on the same file.”
(Student J)
3.3.2 Which factors hindered collaboration in the project?
I found six themes after thematic analysis. "Table 5" describes the themes and how many students have
mentioned them. For example, if a student has discussed the same theme twice, it counts only once.
Therefore, the same answers could include several themes.
Table 5. Themes of the challenges.
Theme
Examples
n
New
software
it's a new one and I don't really use it, I'm just getting to know more about it, today started
practicing using it for video, which I haven't done before. this is my first day experiencing the
video file
7
Learnability
I don't understand how, for example, to change the color, I had to learn a lot with it, I have
to learn a lot with it, I'm still learning.
Just different interface.
you have to learn where you should find this tool
that's it basically just different interface from others, It's hard to select the thing you want,
8
(Student)
resources
I need to spend some time to look and find something, but I guess there there are, it takes
some time to find the features and things, it's to find maybe the good pictures
4
Software
features
Maybe sometimes it's like asking to buy some premium or but it's there something you start
to use, sometimes it's kind of annoying (selling). it doesn't like allow you to. it's a bit difficult
because you have to pay it so we don't have it.
I don't like that we have to pay for pro version
is the limited features
use Canva when you are beginning
I prefer after to use a more specific website or software
Stock content that is on Canva is a bit limited or some options.
13
Sharing data
I had to use the link. Yeah, I don't download it, I have. To use the link on it.
3
Skills
I've not tried my hands on those ones. Maybe I'm a bit impatient and I got a bit frustrated at
some points when I couldn't fix like the text it to fit into. but the quality of the picture, it's quite
difficult to have a good picture for to do good presentation, will not find something in
PowerPoint I will use canva, amateur working with these kinds of programs
9
Students summarized vital themes:
“Maybe sometimes it's like asking to buy some premium or but it's there something you
start to use.” (Student Y)
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“Maybe I'm a bit impatient and I got a bit frustrated at some points when I couldn't fix like
the text it to fit in-to.” (Student X)
“It's hard to select the thing you want” (Student Z)
3.4 Course feedback 2022
In Savonia, ten students responded to the course feedback survey in May 2022. The course name was
Digital marketing communication project.
3.4.1 How do international students experience collaborative learning?
Students graded course (Digital marketing communication project) on a scale of 1-5 (sufficient = 1,
satisfactory = 2, good = 3, very good = 4, excellent = 5). The experiment course grade was 4,30 of 5 in
the opinion of the students (n = 10). There are not yet comparison data for the course, but it meets
Savonia university's quality standards at a high level.
Benefits:
“It was nice to try new type of learning. With every task I met new people and learned how
to work with everyone.” (Student Q)
“It made learning easier.It was not a one way teaching or learning. It boosted integration
and creativity resources” (Student R)
“It is a great method to learn, we don't have the impression to attend a "normal" class.”
(Student Y)
“I really liked the way of learning. We listened in the classes but were also active at the
same time. All the single classes were different. This made it motivated to be present in all
the classes.” (Student T)
To improve:
“It was good but unfortunately I already knew the tools learned before” (Student K)
“My only point for improvement was sometimes because it's interactive there is a lot of
distractions such that even when tutor is talking students were still talking” (Student L)
“Handling students' behaviour on class.” (Student P)
4 CONCLUSIONS
I will represent how this case study answered research questions in the conclusions. I will also add my
observations for teachers' points of view on what should keep in mind when a running project like this.
Learning from my successes and mistakes could help others to work more efficiently.
4.1 Which factors promoted collaboration in the project?
Ensure that you have your software that allows collaboration tools—for example, working on the same
file and sharing it with other team members. Students need the skills to work as part of a team and lead
project work. Skills related to the use of the software also support collaborative learning. Teachers'
contribution cannot be underestimated either. Exemplary action by creating a positive, safe atmosphere
for learning also promotes collaborative learning. Emotions are catchy, and creating a positive
atmosphere is therefore essential. Education is also supported by easy access to information. Students
must also have access to the necessary information.
It was surprising that actually, the software got the most mentions. We worked on Canva and used it for
collaboration, for example, design, sharing, and feedback process. Our findings on the need for relevant
interpersonal and small-group skills support earlier research [3]. Teachers' attitudes toward students
had a more positive impact than expected [4]. It helps students with collaborative learning. It also works
another way around. Collaborative learning can develop positive attitudes towards the teacher. I think
it's a benefit to working as you like to have your students work. Our new finding was that collaborative
learning could empower creativity and, that way, support collaboration. More research is needed to
investigate the reasons for factors behind the finding.
I can say that these factors promoted collaboration:
1234
- A positive attitude towards students/teachers
- A positive and safe learning atmosphere
- Easy to use collaborative features in software
- Accessibility to information needed
- The relevant interpersonal and small-group skills
I can say that collaborative learning can
- Develops positive attitudes towards teacher
- Empower creativity
- Establishes a positive atmosphere
- Involves actively in the process of learning
4.2 Which factors hindered collaboration in the project?
For some of the teams, the software was new. It took time to learn, and it also affected the project work.
The software interface was also different from that of Powerpoint, for example. On the other hand,
students have limited resources in terms of time spent on a project. If there is no expected time to work,
it can hinder collaborative learning. The features of the software were sometimes perceived as limiting.
Some of the images used would have been paid for and therefore could not be used. Although sharing
was generally described as easy, there were also challenges in using it. It's good to practice sharing
and to work on a file in advance. Students' skills also contributed to the success of community learning.
They sometimes waited for your turn and talking out hampered the collaboration results. Returning to
standard classroom teaching after a remote learning period in a COVID-19 pandemic may be part of the
reason for adjusting interaction skills.
I can say that these factors hindered collaboration:
- A lack of skills (communication, software etc.)
- Distractions (too noisy, transitions)
- No access to vital information
- A lack of collaborative features in software
- A lack of resources (money, time)
4.3 How do international students experience collaborative learning?
Student feedback about collaborative learning was overwhelmingly positive for overall experience
grades. The students saw the collaboration as bringing new social contacts and improving their skills.
They feel actively involved in the process of learning. Students feel more motivated and engaged.
Findings support Deci and Ryan's earlier research on autonomy-supportive teaching [4].
On the other hand, the different approaches were also a challenge. Time and resources are limited, and
sometimes interactions can get too noisy. It is an issue to balance with given autonomy and control.
As a whole, I recommend you to try collaborative learning/teaching in higher education. It can bring a
new kind of experience to both teachers and students.
ACKNOWLEDGEMENTS
I wish to thank various people for their contributions to this project, including Virpi Oksanen, for helping
in collecting the data and running the experiment. Special thanks to Dr. Anna-Maria Saarela, my
research project supervisor, for her professional guidance and valuable support. Also, Anne Heikkinen
for publishing the yearbook online and Anne Mikkanen for publishing the yearbook printed version on
Savonia Library. Also, my supervisor Irene Hyrkstedt, believes me to carry out the research project. I
would also like to thank all the students who participated in this experiment. Finally, I am grateful to my
wife for her support and encouragement throughout my study.
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