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 Foreign Tourists. 2. Ss write the second article and then complete the online pair discussion. Discussion question: What are your favorite night-market snacks and why? Week 4 (10/17-10/21) Each pair writes their pair project (a report on a three-day tour of Taiwan and Hong Kong). Week 5 (10/24-10/28) Each pair publishes their pair project online. Week 6 (10/31-11/4) Ss answer post-questionnaires online. Students first read the assigned reading articles and then wrote responses online about hospitality culture and then discussed them in their pair on the discussion board. After they finished all the reading selections, each pair was required to complete an online project (Figures 1 and 2). Figure 1: Sample page of the reading articles Figure 2: Sample page of blog list and final project To keep the project going smoothly, two student helpers from Taiwan and two from Hong Kong monitored the process. They sent reminders via email or Facebook to remind the participants to finish the tasks on time and Copyright © The Turkish Online Journal of Educational Technology 123
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 report the results to the researchers. In weeks 3 and 6, students filled in the checklist for emotions. At the end of the project, students answered the questionnaires for pair trust and project evaluation. The student helpers also wrote reflections on the challenges they had encountered during the process, as well as their own personal growth and development. The collected data were analyzed according to two perspectives: qualitative and quantitative. With regard to qualitative analyses, the primary data source was the transcripts of interaction between students in the blogs. In this study, there were in total 307 messages (151 from Hong Kong and 156 from Taiwan) posted during the research period. RESULTS AND DISCUSSION In this section, the emotional changes of the Hong Kong and Taiwan groups in weeks 3 and 6 are initially reported. The sources for the students’ emotions are then summarized. Ways to deal with emotions are discussed. Finally, the results of pair trust questionnaire are analyzed in detail. The emotions students demonstrated were divided into four major categories: happiness, sadness, anxiety, and anger. Happiness includes satisfied, excited and curious states; sadness includes disheartened and dispirited states; anxiety includes anxious, insecure, helpless, and nervous states; and anger includes irritable and frustrated states. The checklist includes 12 four-point Likert-type items (0 for none of the time and 3 for all of the time). The reliability of the emotions checklist employed in the present study in weeks 3 and 6 are both higher than 0.7 using Cronbach’s alpha coefficient of internal consistency. The values reached the satisfactory level (≥0.7), according to Nunnally and Bernstein (1994). Table 2, below, shows the emotional changes categorized by four constructs expressed by Hong Kong students and Taiwan students in weeks 3 and 6. For most constructs, the Taiwan-based students had a higher mean and standard deviation than the Hong Kong students. Looking closely at the average values of the two groups of students in weeks 3 and 6, Taiwanese students showed stronger feelings (1.83 and 1.72 on average) than their Hong Kong counterparts (1.67 and 1.59). Taiwanese students more frequently chose “most of the time” in the questionnaire than their Hong Kong counterparts and expressed their feelings more strongly. Happiness Sadness Anxiety Anger Table 2: The emotion changes categorized by four constructs HK Week 3 Taiwan Week 3 HK Week 6 Copyright © The Turkish Online Journal of Educational Technology Taiwan Week 6 M SD M SD M SD M SD 1.Satisfied 5. Excited 9. Curious 2.43 .613 2.73 .769 2.55 .575 2.50 .557 2. Disheartened 6. Dispirited 3. Anxious 1.48 .550 1.53 .617 1.35 .540 1.55 .510 7. Insecure 10. Helpless 11. Nervous 4. Irritable 1.44 .327 1.54 .519 1.29 .329 1.41 .354 8. Frustrated 12. Angry 1.32 .524 1.52 .577 1.17 .333 1.42 .417 Average 1.67 0.5 1.83 0.62 1.59 0.44 1.72 0.46 Concerning the emotional changes in weeks 3 and 6, shown in Figure 3, below, the means decreased. For the Hong Kong group, the happiness category increased and the other three decreased; for the Taiwan group, sadness increased slightly and the rest decreased. It seems that the Hong Kong participants were happier in the sixth week of the project than they were in the third week. The Taiwanese participants, however, reacted in the opposite fashion, as can be seen from the relatively large decrease in the mean of the happiness construct. As the project progressed, the students had more intense experiences of each type of emotion and the group as a whole had more similar comments regarding each of them. However, there is no statistical significance in the differences between the emotional changes of the Hong Kong and Taiwan participants in weeks 3 and 6 seen in the paired sample t-test (P > .05). 124
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