october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Doctoral thesis, Universiti Teknologi Malaysia. Yang, F.-Y., & Tsai, C.-C. (2008). Investigating university student preferences and beliefs about learning in the Web-based context. Computers and Education, 50(4), 1284-1303. Yilmaz-Soylu, M., & Akkoyunlu, B. (2002). The effect of learning styles on achievement in different learning environments. The Turkish Online Journal of Educational Technology, 8(4), Article 4. Tsoi, M. F., Goh, N. K., & Chia, L. S. (2005). Multimedia learning design pedagogy: A hybrid learning model. US-China Education Review, 2(9), 59-62. Wong, M. L. (2005). Design and development of Bio-Webclean for Form Four students of different learning styles. Unpublished masters dissertation. University of Malaya, Kuala Lumpur. Copyright © The Turkish Online Journal of Educational Technology 93
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 DESIGN AND IMPLEMENTATION OF A COOPERATIVE LEARNING SYSTEM FOR DIGITAL CONTENT DESIGN CURRICULUM: INVESTIGATION ON LEARNING EFFECTIVENESS AND SOCIAL PRESENCE Ming-Shang Huang Department of Information Management National Pingtung University of Science and Technology, Taiwan mshuang@mail.npust.edu.tw Wei-Hung Hsiao (Corresponding author) Department of Information Management National Chung Cheng University, Taiwan miswhhsiao@gmail.com Tsung-Sheng Chang Department of Information Management National Chung Cheng University, Taiwan china@mis.ccu.edu.tw Mei-Huei Hu Information Center President Group, Taiwan qq0721@hotmail.com ABSTRACT The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative learning. An experiment was conducted to examine the learning effectiveness of the developed cooperative learning system for two groups’ students (a self-form group and a random group). Results of the experiment indicate that students had consistently learning effectiveness in both of the heterogeneous groups, which verified the utility of the developed cooperative learning system and interactivity has significant difference, but social context and online communication has insignificant difference among three dimensions of social presence theory. Finally, research findings are discussed and future research directions are suggested. Keywords: Cooperative Learning, Learning Effectiveness, Social Presence Theory, Digital Content, Cooperative Learning System INTRODUCTION In recent years, in the wake of rapid development in information technologies and organizational changes in business, the curriculum of professional education has started to diversify to meet the blossoming of the digital content industry. In this way, many universities have established related departments of digital content design which provides the courses such as information technology application, art design, project management, communications, and marketing, etc. The courses offered by these departments focus on the training of digital content generation, website building, online community creation, multimedia databases, and project management. The aforementioned courses strongly staked a claim to the creativity application and strengthening of media content skills. As a consequence, most students who graduated from the department of digital content design proactively thrive in the workplace due to their versatile knowledge and skills. Generally speaking, students who are engaged into the study of digital content design should be familiar with advanced tools for digital content design. Thus, students are claimed to use multimedia tools, animation and graphic design software, game engine, virtual reality, scene and digital studios during the learning process. In addition, using e-Learning software to author e-learning courses is a major instructional method in digital content courses. In distance learning courses, students have to connect to e-learning systems via the Internet in order to eliminate restrictions of times and locations. Therefore, students can use e-learning systems to study the curriculum material and engage to discuss with their classmates. In recent years, research topics on cooperative learning calls attention from academic researchers and practitioners (e.g. EL-Deghaidy & Nouby, 2008; Hutchinson, 2007; Hurtado & Guerrero, 2011). In cooperative learning, an individual’s success depends on the performance of the entire group (Bölükbaş, Keskin, & Polat, Copyright © The Turkish Online Journal of Educational Technology 94
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