Abstract

As a result of universities' growing interest in online learning, largely due to the COVID-19 pandemic, it is necessary to adapt online learning methods to students' professional preferences. The learning environment should accordingly be designed so as to ensure the highest possible engagement levels from the participants. This article discusses the value of collaboration in online learning along with its determinants. It highlights the need to include the crucial activities in the remote education of university students while taking into account their individualization and diverse motives. The analysis reveals that students cannot be treated as a homogeneous group; the preferences and abilities represented by them - which are associated with their field of study - determine their functioning in the remote learning environment. Based on their empirical study, the authors propose recommendations that may be helpful for educators in online collaborative learning.

Keywords: distance learning, collaboration, field of study, digital skills, motives

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