Collaborative Online Learning (COLAB) Model Based on Cultural Approaches Through Participatory Design in Primary School

In the wake of the COVID-19 pandemic, online learning has become ubiquitous in education, necessitating a shift towards stakeholder engagement. Recognising the pivotal role of collaboration in effective online learning, the Collaborative Online Learning (COLAB) model emerges as a solution aimed at integrating the efforts of parents, teachers, and schools to create a more successful path for the student. Parent involvement plays a significant role in a student's academic journey, while teachers provide essential guidance. However, communication gaps and cultural differences often impede effective engagement between parents and teachers. To address these challenges, this study delves into the COLAB model based on cultural approaches through a participatory design (PD) process to increase parent-teacher engagement. Drawing upon insights from diverse cultural backgrounds, the study employs qualitative methods, including focus group discussions and quantitative methods, incorporating Hofstede's Value Survey Module (VSM) 2013. Besides, through the PD process, stakeholders actively contribute to developing the COLAB model, ensuring its alignment with their needs and preferences. This study's user-centered design (UCD) approach underscores the importance of considering stakeholders' perspectives and bridging cultural divides to facilitate meaningful engagement between parents and teachers. Furthermore, the PD process enables continuous refinement of the COLAB model, guided by feedback from relevant stakeholders. As a result, the COLAB model and prototype contribute to nurturing COLAB environments in primary schools. This model seeks to enhance student performance and pave the way for academic success by fostering robust engagement between parents and teachers.