Open Access Peer-reviewed Case Report

Main Article Content

Niroj Dahal corresponding author


This article describes an action research study investigating the understanding and uses of collaborative tools, which are novel to pedagogical practices -- using the steps of planning, intervening, evaluating the effectiveness, and sharing potential collaborative tools and/or applications. The research focuses on determining the most effective applications for collaborative tools. Based on the study, this article highlights additional key strengths of collaborative teaching scenarios: their strength in facilitating student tasks and assessments. The time savings are quantified after determining how the collaborative task reduces the time required by course facilitators for manual evaluation. This advancement makes it possible to design multiple collaborative tasks that use various collaborative tools, enhancing learning experiences in higher education. The section then discusses potential collaborative tools and/or applications. Effective utilization of collaborative tools necessitates facilitators with the skills to create a new, innovative, collaborative virtual platform.

collaborative tools, pedagogical, action research, Moodle, Google Apps

Article Details

How to Cite
Dahal, N. (2022). Understanding and uses of collaborative tools for online courses in higher education. Advances in Mobile Learning Educational Research, 2(2), 435-442.


  1. Alafodimos, C., Kalogiannakis, M., Papadakis, St. & Papachristos, D. (2009). Adult Education and Lifelong Learning. The case of GSAE (General Secretary for Adult Education) in Greece, In D. Guralnick (ed.) Proceedings of the International Conference on E-Learning in the Workplace (ICELW-09), 10-12 June 2009, New York: Kaleidoscope Learning (CD-Rom).
  2. Bower, M., Wittmann, M. (2009). Pre-service teachers' perceptions of LAMS and Moodle as learning design technologies. Proceedings of the 4th International LAMS and Learning Design Conference, Sydney, Australia.
  3. Can, Y., & Bardakci, S. (2022). Teachers' opinions on (urgent) distance education activities during the pandemic period. Advances in Mobile Learning Educational Research, 2(2), 351-374.
  4. Dahal, N. (2019). Online assessment through Moodle platform in higher education. ICT Integration in Education Conference, 19-21, 2019, Kathmandu, Nepal.
  5. Dahal, N. (2021). Workshop activity in online courses of mathematics education: Insights for learning and assessment. The 14th International Congress on Mathematical Education, 12th-19th July 2021. Shanghai, China.
  6. Dahal, N., & Pangeni, S. K. (2019). Workshopping in online courses: Insights for learning and assessment in higher education. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 89-110.
  7. Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020). Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics. Mathematics Education Forum Chitwan, 5(5), 17-21.
  8. Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296.
  9. Despotovi -Zraki, M., Markovi, A., Bogdanovi, Z., Bara, D., Kr!o, S. (2012). Providing Adaptivity in Moodle LMS Courses. Educational Technology & Society, 15 (1), 326-338.
  10. Dillenbourg, P., Eurelings, A., & Hakkarainen, K. (Eds.). (2001). European perspectives on computer-supported collaborative learning. Proceedings of the First European Conference on Computer-Supported Collaborative Learning. University of Maastricht.
  11. Echeverria, L., Cobos, R., & Ardila, J. (2011). Students' Motivational Factors during a collaborative laboratory work supported by Moodle. Proceedings of the VI Congreso Colombiano de Computación 2011, Manizalez, Colombia, May 4-6, pp. 1-6.
  12. Kalogiannakis, M., & Papadakis, St. (2007). The dual form of further education of educators in ICT: technological and pedagogical training. In C. Constantinou, Z. Zacharias & M. Papaevripidou (Eds.) Proceedings of the 8th International Conference On Computer Based Learning in Science, Heraklion, 30 June - 6 July 2007, 265-276.
  13. Kalogiannakis, M., & Papadakis, St. (2008). Hybrid learning for women and socially sensitive groups for the promotion of digital literacy. In Proceeding of the 5th WSEAS/IASME International Conference on Engineering Education, Heraklion, 22-24 July 2008, 305-311.
  14. Karakose, T., Ozdemir, T. Y., Papadakis, S., Yirci, R., Ozkayran, S. E., & Polat, H. (2022). Investigating the Relationships between COVID-19 Quality of Life, Loneliness, Happiness, and Internet Addiction among K-12 Teachers and School Administrators-A Structural Equation Modeling Approach. International Journal of Environmental Research and Public Health, 19(3), 1052.
  15. Karakose, T., Polat, H., & Papadakis, S. (2021). Examining Teachers' Perspectives on School Principals' Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic. Sustainability, 13(23), 13448.
  16. Karakose, T., Yirci, R., & Papadakis, S. (2022). Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling. International Journal of Environmental Research and Public Health, 19(4), 1951.
  17. Karakose, T., Yirci, R., Papadakis, S., Ozdemir, T. Y., Demirkol, M., & Polat, H. (2021). Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability, 13(17), 9631.
  18. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145.
  19. Kennedy, D. M. (2005). Challenges in evaluating Hong Kong students' perceptions of Moodle. Conference Proceedings of Australasian Society for Computers in Learning in Tertiary Education (ascilite), Brisbane.
  20. Khalil, Z. M. (2018). EFL students' perceptions towards using Google Docs and Google Classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2), 33-48.
  21. Kikilias, P., Papachristos, D., Alafodimos, N., Kalogiannakis, M. & Papadakis, St. (2009). An Educational Model for Asynchronous E-Learning. A case study in a Higher Technology Education, In D. Guralnick (ed.) Proceedings of the International Conference on E-Learning in the Workplace (ICELW-09), 10-12 June 2009, New York: Kaleidoscope Learning (CD-Rom).
  22. Kuk, K., Prokin, D., Dimić, G., & Stanojević, B. (2011). New approach in realization of laboratory exercises in the subject programmable logic devices in the system for electronic learning: Moodle. Facta Universitatis-series: Electronics and Energetics, 24(1), 131-140.
  23. Lavidas, K., Apostolou, Z., & Papadakis, S. (2022). Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers' Views. Education Sciences, 12(7), 459.
  24. Lazarinis, F., Karatrantou, A., Panagiotakopoulos, C., Daloukas, V., & Panagiotakopoulos, T. (2022). Strengthening the coding skills of teachers in a low dropout Python MOOC. Advances in Mobile Learning Educational Research, 2(1), 187-200.
  25. Machado, M., & Tao, E. (2007). Blackboard vs. Moodle: Comparing user experience of learning management systems. The 37th ASEE/IEEE Frontiers in Education Conference. Milwaukee.
  26. Martin, L., Martinez, D. R., Revilla, O., Aguilar, M. J., Santos, O. C., & Boticario, J. G. (2008). Usability in e-Learning Platforms: Heuristics comparison between Moodle, Sakai and dotLRN. The 7th Europian Conference on e-Learning, Agia Napa, Cyprus.
  27. Martín-Blas, T., & Serrano-Fernández, A. (2009). The role of new technologies in the learning process: Moodle as a teaching tool in Physics. Computers & Education, 52, 35-44.
  28. Mazza, R., & Milani, C. (2004). GISMO: A Graphical Interactive Student Monitoring Tool for Course Management Systems. International Conference on Technology Enhanced Learning, Milan, pp. 1-8.
  29. McNiff, J. (2013). Action research: Principles and practice. Routledge.
  30. Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle Merrill/Prentice Hall.
  31. Mohammed, D. Y. (2022). The web-based behavior of online learning: An evaluation of different countries during the COVID-19 pandemic. Advances in Mobile Learning Educational Research, 2(1), 263-267.
  32. Muyinda, P. B., Mayende, G., & Kizito, J. (2015). Requirements for a seamless collaborative and cooperative MLearning system. In Seamless learning in the age of mobile connectivity (pp. 201-222). Springer, Singapore.
  33. Nugroho, S. A., Trisniawati, T., & Rhosyida, N. (2022). Developing powerpoint-based interactive multimedia of mathematics learning multiples and factors materials for elementary school. Advances in Mobile Learning Educational Research, 2(2), 411-420.
  34. Papadakis, S. (2022). Apps to Promote Computational Thinking and Coding Skills to Young Age Children: A Pedagogical Challenge for the 21st Century Learners. Educational Process: International Journal (EDUPIJ), 11(1), 7-13.
  35. Qureshi, A., & Qureshi, N. (2021). Challenges and issues of STEM education. Advances in Mobile Learning Educational Research, 1(2), 146-161.
  36. Rodríguez-del-Pino, J., Rubio-Royo, E., & Hernández-Figueroa, Z. (2012). A Virtual Programming Lab for Moodle with automatic assessment and anti-plagiarism features. Proceedings of the 2012 International Conference on e-Learning, e-Business, Enterprise Information Systems, & e-Government. ISBN: 1-60132-209-7.
  37. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective [Electronic Version].