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 Figure 7: Records of student used the communication tools The database stores users’ basic information, instructional materials, and learning histories. We used unified modeling language (UML) as a graphic tool, serving as the blueprint and basis for design and planning work. UML is an object-oriented language used in visualization, and its graphic output facilitates representation of true design concepts. The relationships between the core tables in this study are displayed using an UML class diagram (Fig. 8). Figure 8: Relationships between core tables C. Interface Users can use internet browser to remote login-on the cooperative learning system using HTTP protocol. Only key-in data with correct accounts and passwords are allowed to enter the system. In addition, navigation Copyright © The Turkish Online Journal of Educational Technology 101
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 webpage are revoked to help novice users. (3) Conducting an experiment of comparing the leaning effectiveness and social presence between the self-form group and random group in cooperative leaning process We used a questionnaire to gauge the level of satisfaction and the social presence perceived by the students in the two classes. The Cronbach’s alpha, representing the reliability value of the whole sample, was 0.94; indicating suitable internal consistency. The questionnaire could therefore be considered representative in explaining the students’ learning satisfaction and perceived social presence. The experimental process is described in the following: Step 1: Two different types of instructional environments were employed. One group was student teams made up of randomly assigned members, and the other group was self-formed teams with members selected by themselves (Students may form teams of their own with members they prefer). In order to shed light on the effect of students’ use of the cooperative learning system on learning effectiveness in the two different instructional environments, we compared the students in the two classes, creating an self-formed group and random group containing 27 and 30 persons, respectively. Slavin, Madden, and Steven (1989) indicated that cooperative learning constitutes a structured and systematic teaching strategy. When teaching, teachers instruct students forming heterogeneous groups comprising students of different genders, cultural backgrounds, and levels of ability; each group typically contains two to four persons. The members of each group study, share knowledge, and receive rewards as a team. Thefore, we created both self-formed and random groups. This course lasted 18 weeks, and team assignments were given after the students had participated in the class for several weeks. Step 2: We encouraged the students in the two groups to make frequent use of the cooperative system for online communication and learning. Step 3: After the end of the course, the teacher will assess the academic achievement of each group. There are five levels of scores, namely A+, A, B, C, and D, which correspond to points five to one, respectively. In this course, when a team scores five points, all members get the same academic achievement. Furthermore, a questionnaire was employed to understand the students’ learning satisfaction and perceived social presence, which verified the suitability of the system. Particularly, our assessment of learning satisfaction is based on the questions proposed by Ganawardena and Zittle (1997). In terms of perceived social presence, we chiefly employed the theoretical framework of social presence proposed by Yen and Tu (2008), the questions on our questionnaire reflect those developed by Tu and Yen (2007) and Yen and Tu (2008) to assess perceived social presence. Perceived social presence includes the three dimensions of social context, online communication, and interactivity. Although Yen and Tu (2008) also discussed the influence of privacy, we do not consider privacy an aspect needed to be considered in this study. Because cooperative learning should involve open communication, in practice it should also allow private communication, and should not restrict students from using other means of communication to discuss their coursework. Responses to all questions on the questionnaire are expressed using a five-point Likert scale, in which strongly disagree is one point and strongly agree is five points. The recovered questionnaires were analyzed using SPSS version 18.0 software. Furthermore, some slight adjustments were made to the wording of the questions to ensure that they would be understood by the Taiwanese students, enhancing the exhaustiveness and appropriateness of the scale and ensuring that the questionnaire possessed excellent content validity. All items are shown in Appendix-A. Step 4: We further to analyze and discuss the results that obtained from the learning effectiveness and perceived social presence and to provide some insights into the findings of cooperative learning. (4) Data analysis and discussion Table 1 shows that the results of Levene’s test. As can be seen, all results were statistically significant, and the sample variances in the two groups were identical. The results of the independent sample t-test showed that neither academic achievement (p = .962 > .05) nor learning satisfaction (p = .942 > .05) reached a level of statistical significance, indicating that there was no significant difference in academic achievement and learning satisfaction between the students in the two groups. Among the three dimensions of social presence, p = .753 > .05 and p = .680 > .05 for social context and online communication, respectively; indicating no significant differences in perceived social context and online communication among the students in the two groups. However, the results of interactivity testing were not statistically significant, revealing differing cognitive levels of interactivity among students in different groups. Copyright © The Turkish Online Journal of Educational Technology 102
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