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During the COVID-19 crisis, educational institutions worldwide shifted fromface-to-face instruction to emergency remote teaching (ERT) modalities. In thisforced and sudden transition, teachers and students did not have theopportunity to acquire the knowledge or skills necessary for online learningmodalities implemented through a learning management system (LMS). Therefore,undergraduate teachers tend to mainly use an LMS as an information repositoryand rarely promote virtual interactions among students, thus limiting thebenefits of collective intelligence for students. We analyzed data on 7,528undergraduate students and found that cooperative and consensus dynamics amonguniversity students in discussion forums positively affect their final GPA,with a steeper effect for students with low academic performance during highschool. These results hold above and beyond socioeconomic and other LMSactivity confounders. Furthermore, using natural language processing, we showthat first-year students with low academic performance during high school areexposed to more content-intensive posts in discussion forums, leading tosignificantly higher university GPAs than their low-performance peers in highschool. We expect these results to motivate higher education teachers worldwideto promote cooperative and consensus dynamics among students using tools suchas forum discussions in their classes to reap the benefits of social learningand collective intelligence.

Disadvantaged students increase their academic performance through collective intelligence exposure in emergency remote learning due to COVID 19