Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Abstract

This study aims to explore the relationships among three presences, namely cognitive presence, social presence and teaching presence in a Community of Inquiry (CoI) framework in the context of interdisciplinary project-based learning (IPBL) through the collaborative technology Google Applications. The survey data was collected from 138 students with mixed subject specialism participated in a cultural creativity project. All participants were randomly assigned into one of two groups. The control group used online discussion boards, while the treatment group used the Google Applications as a collaborative technology to support the project learning. The results of the study showed that the students' cognitive presence was positively influenced by the teaching and social presence, which supported the theoretical CoI framework. Moreover, in an IPBL context with the support of the Google Applications, social presence had more predictive power in explaining students' cognitive presence than the support provided by the online discussion boards.

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

“…With the widespread proliferation of Web 2.0 technologies, more collaborative virtual spaces such as Google Applications, blogs, wikis and forums were developed to facilitate goal-oriented activities and task-specific interactions (Cheung & Vogel, 2013). According to Hsu and Shiue (2018) online collaborative environments provide a common platform that allows students to discuss, share and exchange ideas; interact with their peers, instructors and the content; co-construct knowledge and develop a sense of belonging to a learning community. As learning occurs as a result of social interactions (Vygotsky, 1978) and collaborative technologies afford enriched learning activities and increased participation, Ishtaiwa and Aburezeq (2015) further that collaborative tools improve academic success and performance.…”

“…Asynchronous communication is also possible and as well different versions of ideas can be monitored and tracked (Lin et al, 2016). Indeed, empirical research has revealed various educational benefits of using online collaborative technologies in learning environments such as enhancing motivation (Lin et al, 2016), increasing the learning of content knowledge through social interactions (Hsu & Shiue, 2018) and facilitating the interplay between the elements of collaborative online learning settings identified by Curtis and Lawson (2001) as learner-instructor, learner-learner, learner-content, and learner-interface interactions (Ishtaiwa & Aburezeq, 2015). Farrell (2008) indicates that working collaboratively on problematic cases can engage learners in productive interactions and introduce them to many and varied perspectives.…”

“…According to McLellan (2004), online learning environments are ideal for learning from dilemmas as they can mediate in-depth discussions resulting in resolutions from multiple points of view. Particularly, collaborative online technologies designed to facilitate the co-construction of knowledge allowing individuals to share, communicate, and exchange ideas (Hsu & Shiue, 2018) can be of particular value when analyzing critical incidents. Affording student teachers the opportunity to make connections with their peers and instructors just as it is in bricks-and-mortar classrooms, collaborative technologies can create a learning community in which practicum students may come to terms with diverse perspectives over real-life teaching dilemmas.…”

Using the project method in the mathematical education of students – future ecologists

“…According to Russian and foreign scientists, in particular, S. V. Ivanova, L. S. Pastukhova [7], A. P. Kazun, L. S. Pastukhova [8], Y.C. Hsu, Y. M. Shiue [28], L.A. Jacques [30], non-systemic and fragmented project activities can seriously slow down the effective implementation of the project method. We plan and organize the project activities of environmental students in such a way that the object is studied comprehensively as a result of not just one, but a whole sequence of projects where each subsequent result has scientific novelty and deepens the knowledge gained in the previous step.…”

The Use of Collaborative Learning Tools in Teaching Routine Skills in Chinese Martial Arts

“…Collaborative learning technologies are believed to build up knowledge and promote meaningful interactions among learners (Hsu & Shiue, 2018). It allows students to actively participate and work together to attain a common goal (Lutakova & Antala, 2017).…”