Journal Summary 2

Students’ Online Learning Experiences in Collectivist Cultures
Ana-Paula Correia, PhD

2014 Annual Proceedings - Jacksonville: Volumes 1 & 2

Background:
Online learning has tremendously been applied in many parts of the world due to the development of Web 2.0 technologies that includes video sharing platforms, social media, blogs, and sort of). The rapid growth of technology and the use of internet has made online learning easier and more feasible to conduct. However research has shown that there are also some problems that occur in the process of on online learning such as limited student participation, insufficient critical analysis of peers’ ideas, lack of motivation, commitment, and time, and failure to communicate effectively.
Problem Limitation
Concerning on the aforementioned problems, a number of research has been conducted but most of them were conducted in countries with individualist culture. Therefore, the author focused on online learning in countries with collectivist cultures.
Research Questions
The study was aimed to find out these questions:
1. To what extent are online students engaged in online learning?
2. How often do students engage in online collaborative activities? What types of collaborative activities are used in class? Which role(s) do students perform in these activities?
Theories
The primary theory used in the study is the Hofstede model of differences among national cultures (2001
Procedures
The study is a survey research. It was conducted at Aurora University in a Southern Europe which is an online university. A questionnaire to find out their lived experience about the Community Inquiry was validated and distributed to AU students. There was also one open-ended question about online collaborative activities. Their answers were analyzed and the result of the analysis in 0.885 Cronbach’s Alpha.
Finding
The study shows that a high percentage of students were engaged in online collaborative activities. They could self-organized the online groups well. Not only did the group address questions and issues raised in their online class, but they also acted as support groups.
Conclusion and Suggestions

It can be concluded that online programs work well in collectivist culture. Students can engage in the learning activities and even participate actively in the discussion. It will be a good idea if further research tries to highlight students experience in other countries with different specific culture. 

Komentar

Posting Komentar

Postingan populer dari blog ini

Journal Summary 10

Influencing Factors and Integration of ICT into Teaching Practices of Pre-service and Starting Teachers Aydın Aslan, Chang Zhu International Journal of Research in Education and Science Volume 2, Issue 2, Summer 2016 ISSN: 2148-9955 The study is aimed at investigating pre-service teachers’ perception on the use of ICT in teaching and learning process with regard to their integration of ICT into teaching practice. The perception is focused on several variables related to ICT such as perceived ICT competence, attitudes towards ICT, perceived competence in ICT integration, anxiety around ICT usage, ICT related course, pedagogical knowledge, external barriers to ICT integration, and prior experience concerning the use of ICT. The result revealed that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables significantly influenced the teachers’ integration of ICT into teaching practices. The stu...
Baca selengkapnya

Journal Summary 13

Using Wikis and Collaborative Learning for Science Teachers' Professional Development Chen, Y-H.; Jang, S-J.; Chen, P-J. Journal of Computer Assisted Learning , v31 n4 p330-344 Aug 2015 Many tools, such as Blog, RSS or wiki, have been widely used in this digital era to support teachers’ technology capability, instructional novelty as well as their ongoing professional development. Wiki, among other tools, stands out as an ideal technology to flip traditional classrooms (Fu, Chu, & Kang, 2013). Wiki offers great technological affordances for both students and teachers. It enables individuals to create and edit Web content on their own. Wiki also enhances fast publishing and sharing of information. The most highlighted benefit of wiki is its capacity of collaborative editing. Past studies have shown that wikis can facilitate numerous authentic, collaborative and reflective learning activities, which result in improved motivation and better achievement among students and ...
Baca selengkapnya

Journal Summary 14

Pre-service teachers’ perceptions on TPACK Development after Designing Educational games Hatice Sancar Tokmaka Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2014.939611 Computer games are very popular among young learners. Modern educational policies expect that Early Childhood Education (ECE) pre-service teachers bring technology integration skills to their teaching and learning process. Haktanır (2008) has pointed out that ECE educators should bear responsibility for pre-service teachers’ competencies using Information and communication technologies (ICT) when teaching. Such skills are the main concerns of TPACK – technological, pedagogical, content knowledge – which Mishra and Kohler (2006) have described as an emergent form of the three knowledge types, technological, pedagogical, and content knowledge focused around teachers’ technology integration skills. For this reason, the author held a qualitative case study aimed to investigate Early Child...
Baca selengkapnya