Examining the effects of learner-learner interaction on students' perceptions of collaboration, sense of community, satisfaction, perceived learning and achievement in an online undergraduate course
Başlık çevirisi mevcut değil.
- Tez No: 402188
- Danışmanlar: DR. FETHİ A. İNAN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2015
- Dil: İngilizce
- Üniversite: Texas Tech Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
The purpose of this study was to investigate the effects of learner-learner interactions on students' perceptions of online collaboration (i.e., interest, experience, and capability), sense of community, satisfaction, perceived learning, and achievement in an online learning environment. This study employed a quasi-experimental research design with convenience sampling. Participants included 77 undergraduate students coming from various majors enrolled an online introductory computing and information technology course in a southwestern US research university. Two sections of the course were randomly assigned to a control (N=39) and a treatment group (N=38). Students in the control group were asked to complete course assignments individually while students in the treatment group were asked to complete the identical course assignments collaboratively in small groups using online collaboration tools. Students in both treatments were asked to complete an online pre and post surveys on their perceptions of collaboration in online learning environments, sense of community, satisfaction, perceived learning, and achievement. The data was analyzed by using MANCOVA, MANOVA, separate one-way ANOVAs, paired samples t-test, descriptive statistics, and Pearson's correlations. The results of the study revealed learner-learner interaction has a significant effect on students' experience in online collaboration, sense of community, and overall achievement in an online course. Students working in groups reported significantly higher scores in experience in online collaboration, sense of community, and achievement. However, the learner-learner interaction effect was not significant on students' satisfaction and perceived learning. Students' perceptions of online collaboration increased after being involved in online group activities. Furthermore, frequency of interaction among learners in online group activities was found to be strongly associated with (1) students' experience and capability in online collaboration and (2) sense of community. Finally, peer evaluation score of students in online group activities was found to be strongly related to (1) sense of community and (2) satisfaction in online learning environments.
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