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ERIC Number: EJ1346164
Record Type: Journal
Publication Date: 2022-Jul
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Available Date: N/A
Student Learning Performance in Online Collaborative Learning
Ng, Peggy M. L.; Chan, Jason K. Y.; Lit, Kam Kong
Education and Information Technologies, v27 n6 p8129-8145 Jul 2022
Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education context. To bridge the research gap, the present study applied OCL theory integrating with cognitive development to evaluate the effectiveness of student learning performance through OCL. To our knowledge, this is the first study to operationalize the constructs of idea generating, idea organizing and intellectual convergence of the OCL process developed by Harasim (2012)'s framework adapted from knowledge management perspectives. A sample of 373 respondents was collected from Sojump (http://www.sojump.com) using judgmental sampling method. Structural Equation Modelling (SEM) is employed to analyze the research model. All the hypotheses are supported in the model and the findings of this study provide a comprehensively understanding about student learning performance in the OCL process. The study illustrates that there are significant relationships among online collaborative tools, collaboration with peers, student engagement, OCL activities, and student learning performance. The study concludes that OCL promotes student engagement and teacher involvement to facilitate group discussion, ultimately strengthen student learning performance.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A