Fakir Al Gharaibeh

Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.