Abstract

Designing tasks that promote technology-supported collaborative interactions between students has become an important component in enhancing students’ learning. Collaborative learning has been shown to promote the joint construction of knowledge as well as the development of skills. In recent years, there has been an influx of digital collaborative tools available to educators. Despite this, there is a lack of research that explores the role of online whiteboard platforms and their impact on collaborative learning, especially in the context of online learning. This study investigates the use of one such online platform, Miro, in facilitating collaborative learning. Utilizing a mixed methods research design, the study explores students’ perceptions of technology-supported collaborative learning and course satisfaction. Quantitative data were collected through a validated online survey (N = 89) to assess the online collaboration and learning experience of the digital tool. The results were found to be consistent with current literature, with students showing a positive general response toward using the tool and expressing that they had an enhanced learning experience. Qualitative coding of the focus group data highlighted the importance of the tool in establishing a sense of group presence and providing instant feedback, both of which facilitated the learning process. The study also points toward the need for adequate initial training to ensure student familiarity with the digital platform. The findings contribute to the growing body of knowledge on digital-supported collaborative learning and its ability to enhance student satisfaction in virtual learning environments.