Students’ Collaborative Learning Attitudes and Their Satisfaction with Online Collaborative Case-Based Courses

Wengrowicz, Niva; Swart, William; Paul, Ravi; MacLeod, Kenneth R.; Dori, Dov; Dori, Yehudit Judy

doi:10.1080/08923647.2018.1511509

Cited by 35 publications

(23 citation statements)

References 32 publications

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“…The results of this study are similar to many studies indicating that there is a high degree of significant correlation between course satisfaction and collaborative learning perception (Alavi, 1994;So & Brush, 2008;Tseng, Wang, Ku, & Sun, 2009;Wengrowicz, Swart, Paul, Macleod, Dori, & Dori, 2018). So and Brush (2008) concluded that students with a high level of collaborative learning perception are more satisfied than students with low levels of collaborative learning perception.…”

Section: Discussionsupporting

confidence: 88%

Yönlendi̇ri̇lmi̇ş Tartişma Kullanilan Blog Ortamlarinda Öğrenci̇leri̇n Ders Memnuni̇yeti̇ni̇ Etki̇leyen Faktörleri̇n İncelenmesi̇

Canbolat

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2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, blog ortamında yönlendirilmiş tartışma kullanımını öğrencilerin ders memnuniyetlerini etkileyen faktörler açısından incelemektir. Örneklem olarak sınıflardan biri deney, diğeri kontrol olmak üzere iki grup belirlenmiştir. Deney grubu öğrencilerine blog ortamında yönlendirilmiş tartışma kullanılarak uygulama yapılmıştır. Araştırmada her iki gruptaki öğrencilerin ders kapsamında yer alan konularla ilgili hazırladıkları ders materyallerini ve raporlarını blog ortamında paylaşmaları istenmiştir. Deney grubunun eşzamansız (asenkron) yönlendirilmiş tartışmalara katılmaları zorunlu tutulmuş ve katılımlarının kalitesi hakkında araştırmacılar tarafından hızlı bir şekilde dönüt verilmiştir. Deney öncesinde ve sonrasında her bir faktör için oluşturulmuş anket dağıtılarak toplanan veriler çalışmanın veri kaynağını oluşturmuştur. Elde edilen bulgulara göre öğrencilerin blog ve akran değerlendirme inançlarına yönlendirilmiş tartışma etkisi anlamlı bulunmamıştır. Ayrıca, öğrenme algısı, topluluk hissi, işbirlikli öğrenme ve yönlendirilmiş tartışma değişkenlerinin ders memnuniyetini sırasıyla yordayan değişkenler olduğu tespit edilmiştir. Analizler sonucunda öğrencilerin ders memnuniyeti puanlarının blog, akran değerlendirme inancı ve çoklu ortam özelliklerini düzenleyebilme inancı değişkenine göre farklılaşmadığı; diğer bir ifadeyle öğrencilerin ders memnuniyeti puanlarının, blog, akran değerlendirme ve çoklu ortam özelliklerini düzenleyebilme inancından etkilenmediği görülmüştür.

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Section: Discussionsupporting

confidence: 88%

Yönlendi̇ri̇lmi̇ş Tartişma Kullanilan Blog Ortamlarinda Öğrenci̇leri̇n Ders Memnuni̇yeti̇ni̇ Etki̇leyen Faktörleri̇n İncelenmesi̇

Canbolat

Top

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…From the four competencies, the digital media collaboration competency is the one that is most analyzed in other research and its development is found in another CBL research (Wengrowicz et al , 2018). Although, in this study, this competence obtained the lowest score in the pre-test (0.70), in the post-test, its increase of (0.75) was evidenced after the intervention with CBL.…”

Section: Discussionmentioning

confidence: 99%

“…In the implementation of these methodologies, the need for digital competences is often presented at the beginning, alongside highlighting the contribution to their development (Cole et al , 2017). However, longer observation periods are required to demonstrate this (Carmona et al , 2018; Pérez-Mateo et al , 2014), as the specific contribution to collaborative learning (Vuopala et al , 2016) is also highlighted both in POL and CBL (Ktoridou et al , 2018; Wengrowicz et al , 2018). In the case of teachers, the focus is on the competences related to the configuration of the problem and the preparation of a curriculum that is sufficiently flexible for the methodology, alongside assisting teams, including monitoring and managing different actors (Rees Lewis et al , 2019).…”

Section: Digital Competences and Their Relation With Active Methodolo...mentioning

confidence: 99%

Influence of active methodologies: projects and cases in the development of digital competences with mobile devices

Agila-Palacios

Muñoz-Repiso

Ramírez-Montoya

2021

JARHE

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PurposeThe purpose of this paper is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is project-oriented learning (POL); the second one is case-based learning (CBL). The analyzed digital competences belong to the communication and collaboration area of framework DIGCOMP.Design/methodology/approachThis article shows the results of the quantitative stage with a design pre-experimental pre-test–post-test. A questionnaire was designed and applied to an intentional sample from two different courses. In total, 178 students completed the questionnaire in the pre-test, and after five months, 38 students completed the questionnaire in the post-test.FindingsThe results show that students to whom POL was applied increase by 7% competence of interaction with mobile technology. The results also show that the students to whom CBL was applied to increase all four competencies (interaction +8%, share +6%, collaboration +5%, netiquette +4%).Research limitations/implicationsSelf-perception for the evaluation of digital competence and the short study time are limitations to generalize the results, so a longitudinal study is necessary and complemented with qualitative analysis, to present a better validation of the contribution of active methodologies to the development of digital competences.Originality/valueThe rapid advance of technology and the results of various investigations make evident the need of digital competences development. The most common process is digital literacy through techno-functional training. However, these research results confirm that it is possible to promote these digital competences from a practical view and implicitly in active methodologies educational practices.

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“…I have also tried to implement this model in asynchronous on-line courses but found that the delay in asynchronous discussions was challenging because some of the essential elements of cooperative learning were difficult to implement in that context. Wengrowicz et al (2018) also concluded in their study of online collaborative case-study based courses, that participating students did not understand how to interact effectively in online learning groups. They recommended that students be trained in collaborative online interaction before engaging in these courses.…”

Section: Limitations Of Cooperative Learningmentioning

confidence: 99%

The Perceived Efficacy of Cooperative Group Learning in a Graduate Program

Janzen

2021

cjsotl-rcacea

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This paper addresses a gap in the literature about the study of the implementation of cooperative/collaborative group learning, and the assessment of its efficacy in facilitating transformative learning in the context of graduate studies. These topics have been widely discussed in the scholarly literature at the K-12 and post-secondary (college and undergraduate) level for many years, and cooperative group learning has generally been found to facilitate student learning. What has not been addressed is the use of this form of group learning in graduate studies. This paper reports on an intentional model of cooperative group-learning used in a Master of Education in Higher Education program at the Ontario Institute for Studies in Higher Education (OISE) at the University of Toronto. A brief review of the literature that grounds this praxis, the elements of the model used, and a post-hoc analysis of the perceptions of 77 graduate students (90% response rate) surveyed in a case study regarding its efficacy in facilitating their learning are presented. The findings suggest that this model of group-based learning has the potential to enhance the process for transformative learning at the graduate level of education.

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Students’ Collaborative Learning Attitudes and Their Satisfaction with Online Collaborative Case-Based Courses

Cited by 35 publications

References 32 publications

Yönlendi̇ri̇lmi̇ş Tartişma Kullanilan Blog Ortamlarinda Öğrenci̇leri̇n Ders Memnuni̇yeti̇ni̇ Etki̇leyen Faktörleri̇n İncelenmesi̇

Yönlendi̇ri̇lmi̇ş Tartişma Kullanilan Blog Ortamlarinda Öğrenci̇leri̇n Ders Memnuni̇yeti̇ni̇ Etki̇leyen Faktörleri̇n İncelenmesi̇

Influence of active methodologies: projects and cases in the development of digital competences with mobile devices

The Perceived Efficacy of Cooperative Group Learning in a Graduate Program

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