OTL & Non-collaborative tendency: A qualitative content analysis on students’ recalcitrance to mutual work

There is growing evidence that young adults underwent an overdose of loneliness outcomes since the digital teaching and learning has launched its flagship. This may have negative effects on their participatory sense, interactivity, and language attainment opportunities seizing, thus, academic return. Accordingly, blatant were some students' attitudes advocating the sense of isolation, and a tendency to uncooperativeness in learning. In contrast, the conventional mindset of exchanging, reviewing, and collaborating, hereafter, belongs to the past. It was proven that students in higher education embrace a positive stance towards online instruction. Furthermore, the pandemic era has spelled autonomy, as long as, learners take charge of their own learning. As it taught deliberate actions to recall and review courses in an individual way as well. The current context allows us to see on bold how it goes with their solitude leaning towards learning stemming from the Online Teaching and Learning (OTL) practices ; and how collaborative they are in performing academic tasks while in-group. On the light of this description, this paper examines the above stated problematic and seeks to gauge mutuality. The study group consisted of 30 master's students, relying on a semi-structured questionnaire and interview. With a qualitative content analysis, we identify the residues of the OTL, and their reflections on the students' learning strategies in the classroom, and outside. The results posit that they sporadically meet to do some collaborative work, and prefer, however, solo task management. Some recommendations preconizing learners to be more resilient to collaborativeness and reciprocity are eventually incorporated.