Resistance towards wiki: implications for designing successful wiki-supported collaborative learning experiences

Yusop, Farrah Dina; Basar, Siti Mariam Muhammad Abdul

doi:10.1007/s10209-016-0462-3

Cited by 15 publications

(12 citation statements)

References 18 publications

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“…social constructivism theory of engagement implements and Cooperative learning, interaction through which students can build self-skills acquired a person through experience or education by inadvertently gaining learning from a teacher and sharing experiences with their peers rather by actively engaging in their own learning processes [4,5]. Thus, this research is expected the gaps in knowledge to be filled by developing a Model of social media use to affect Students' Performance especially as influencing behavior of study in Malaysian Higher Education.…”

Section: Introductionmentioning

confidence: 99%

Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

Al-Rahmi¹

2020

Preprint

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This paper aimed to use social media impact on student studies in higher education. Apart from enjoyment and academic purposes, many educational practices and processes have been influenced by social networks. This paper highlighted the use of media tools in higher education as well as indicates out some of the factors. Moreover, through a literature review of related articles, we aim to provide insights into the impacts of a social network on educational quality, actual use of social media, and performance impact in higher education. A questionnaire survey on constructivism was circulated among a total of 206 university students as the key method for collecting data. This research hypothesizes educational quality and actual social media use indicates a positive effect in education, all of which also hypothesizes constructivism for educational quality and actual social media that in turn improve students’ satisfaction, and performance impact. Moreover, all research findings were attained through a quantitative method using the Structural Equation Modeling (SEM-AMOS). Findings of this research to indicate a positive effects students on their academic through behavioral intention to utilize social media to actual social media use for teaching and learning on higher education. Moreover, the results mention the use of social media for learning purpose, as well as social media to enables the sharing of knowledge, discussions, and information to enhance students' learning activities, Further studies are recommended which universities educators should take this into consideration when planning their curricula; it comes to the inclusion of technology in the teaching process.

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Section: Introductionmentioning

confidence: 99%

Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

Al-Rahmi¹

2020

Preprint

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“…While there are widely available studies with empirical evidence that investigate factors influencing success of e-learning (e.g. Yusop, 2015;Yusop & Siti Mariam, 2017), those factors may not be suitable for MOOC because of its the unique features (Gamage, Fernando, & Perera, 2015). Therefore, research on the particular critical success factors of MOOC and dealing explicitly with MOOC participants would seem to be required (Yousef, Chatti, Schroeder, & Wosnitza, 2014c).…”

Section: Introductionmentioning

confidence: 99%

Mapping the Factors Influencing Success of Massive Open Online Courses (MOOC) in Higher Education

Albelbisi

Yusop

Salleh

2018

EURASIA J MATH SCI T

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Massive Open Online Courses (MOOC) is a new phenomenon in online learning that has aroused increasing interest by researchers as a significant contribution to improving educational system quality and openness. The purpose of this paper is to compile and analyze MOOC research that has been published between 2012 and 2016. A systematic analysis technique was employed and Template Analysis (TA) approach was used for mapping MOOC research into three dimensions in accordance with the Biggs 3P model. First dimension is Presage, include the following factors: Learners' characteristics with sub-factors (learner demographics, learner motivation, and interactivity) and instructor. Second, Process, including factors of pedagogy, pattern of engagement, instructional design, assessment, credit, plagiarism, sustainability, and learning analytics. Third dimension is Product, including factors of student dropout rate and MOOC quality. This classification is aimed at providing a comprehensive overview for readers interested in MOOCs who seek to understand the critical success factors influencing MOOC success.

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“…Despite the importance, the role of motivation in group formation is a research area that has not been fully investigated (MURPHY, 2005;ROBERTS;MCINNERNEY, 2007;SHIMAZOE;ALDRICH, 2010;SMITH et al, 2011;SEIDEL;TANNER, 2013;BOVILL;FELTEN;COOK-SATHER, 2014;CHAMBLISS;TAKACS, 2014;YUSOP;BASAR, 2016). Currently, most group formation strategies found in the literature are focused on learner's cognitive dimension (i.e., performing collaborative learning tasks) and social interactions (i.e., only in service of scaffolding the cognitive process); while the psychological dimension (i.e., motivational aspects) have been overlooked FISCHER, 2009;SCHOOR;BANNERT, 2011;KIRSCHNER et al, 2015).…”

Section: Problem Delimitationmentioning

confidence: 99%

“…In CSCL, the use of constraint-base group formation approaches is justified mostly by the evidence that free collaboration might not produces systematic learning outcomes (STAHL; KOSCHMANN;SUTHERS, 2006;BARKLEY;MAJOR;CROSS, 2014;ISOTANI et al, 2009a). However, in some situations, the lack of choice when forming groups can negatively influence the basic psychological needs of the learners (i.e., autonomy, relatedness, and competence) (PATALL; COOPER; ROBINSON, 2008;RYAN;DECI, 2000b) therefore impacting their motivation, and as a consequence it might hinder their willingness to join groups (MURPHY, 2005;ROBERTS;MCINNERNEY, 2007;SHIMAZOE;ALDRICH, 2010;SMITH et al, 2011;SEI-DEL;TANNER, 2013;BOVILL;FELTEN;COOK-SATHER, 2014;CHAMBLISS;TAKACS, 2014;YUSOP;BASAR, 2016).…”

Section: Problem Delimitationmentioning

confidence: 99%

“…However, as pointed out by Dillenbourg (2002), there are situations in which such level of control may interfere, at least to some degree, with students' motivation. Despite this, the interplay of motivation and cognition when students undertake collaborative group work is a research area that has not been fully investigated (MURPHY, 2005;ROBERTS;MCINNERNEY, 2007;SHIMAZOE;ALDRICH, 2010;SMITH et al, 2011;SEIDEL;TANNER, 2013;BOVILL;FELTEN;COOK-SATHER, 2014;CHAMBLISS;TAKACS, 2014;YUSOP;BASAR, 2016). To solve this problem, among other solutions, researchers and practitioners have been investigating how gamification-based approaches can be used as persuasive tools to motivate and engage students in learning scenarios (KAPP, 2012;SARSA, 2014a;KNUTAS et al, 2014;CHALLCO et al, 2016a;BORGES et al, 2016a).…”

Section: Introduction 11 Contextmentioning

confidence: 99%

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Gamification design in computer-supported collaborative learning: towards an approach for tailoring influence principles to player roles

Borges¹

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Resistance towards wiki: implications for designing successful wiki-supported collaborative learning experiences

Cited by 15 publications

References 18 publications

Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

Mapping the Factors Influencing Success of Massive Open Online Courses (MOOC) in Higher Education

Gamification design in computer-supported collaborative learning: towards an approach for tailoring influence principles to player roles

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