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ERIC Number: EJ875188
Record Type: Journal
Publication Date: 2010-May
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0360-1315
Do Students Need Teachers Initiation in Online Collaborative Learning?
Tsai, Chia-Wen
Computers & Education, v54 n4 p1137-1144 May 2010
As more and more people use computers to complete their work and solve problems in the workplace, computing education is emphasized for students of all levels and disciplines in Taiwan. However, the computing education in Taiwan can hardly be recognized as effective and satisfactory. Many inappropriate examples that lack context are used in teaching and textbooks that may result in employees with low competence and insufficient ability for collaborative working. Students who grow up in this learning context usually lack the ability to seek information and solve problems by themselves. In this regard, the author redesigned a course and adopted online collaborative learning with initiation to establish the essential knowledge for students' collaboration in the initial stage of a course. This study conducted an experiment that included 169 undergraduates from three class sections--the first two from an academic university (Case 1, n = 68; Case 2, n = 68) and the last one from a university of science and technology (Case 3, n = 33)--taught by the same teacher under the same course name and the same course website. The results show that students who received online collaborative learning with initiation had higher grades than those without. The author further discusses the implications for teachers, schools, and scholars who plan to provide online courses for their students, particularly computing courses. (Contains 3 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan