Using Online Collaboration Applications for Group Assignments: The Interplay between Design and Human Characteristics

Autor/inn/en	Koh, Elizabeth; Lim, John
Titel	Using Online Collaboration Applications for Group Assignments: The Interplay between Design and Human Characteristics
Quelle	In: Computers & Education, 59 (2012) 2, S.481-496 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.02.002
Schlagwörter	Assignments; Academic Achievement; Cooperative Learning; Social Environment; Interpersonal Competence; Group Activities; Student Characteristics; Gender Differences; Age Differences; Satisfaction; Field Studies; Experiments; Predictor Variables; Scoring Rubrics; Educational Technology; Instructional Design; Distance Education; Web Based Instruction; Computer Software; Student Attitudes; Instructional Effectiveness; Educational Strategies; Computer Software Selection + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Schulleistung; Kooperatives Lernen; Soziales Umfeld; Interpersonale Kompetenz; Gruppenaktivität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Zufriedenheit; Praxisforschung; Erprobung; Prädiktor; Scoring formulas; Auswertungsbogen; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Web Based Training; Schülerverhalten; Unterrichtserfolg; Lehrstrategie
Abstract	In recent years, educators and students are increasingly employing online collaboration applications such as Google Docs[TM] and PBWorks[TM] for group projects and assignments. Yet, the effectiveness of these emerging technologies has not been rigorously examined. Anchoring upon and informed by the existing literature, two design characteristics--sociability and visibility, and two human characteristics--gender and age, are focused on, which are salient in online collaboration applications. A field experiment was conducted to examine the direct and moderating effects of design and human characteristics on learning outcomes. The research found that sociability improved process satisfaction and positive social environment while visibility enhanced academic performance and solution satisfaction of learners. Males had higher solution satisfaction while older learners had higher academic performance. Moderating effects were also found. Both theoretical and practical implications are drawn. In particular, a rubric for online collaboration application selection for academic performance is conceived. This study provides empirical support for online collaboration application effectiveness in education which will augur well for future adoption, use and evolution. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10