A Study of Factors Affecting the Interaction of Collaborative Learning between Team Members and Learning Performance Based on Social Presence Theory

• Main Authors: Hu, Mei-Hui, 胡美慧
• Other Authors: Huang, Ming-Shang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/65023083136289368292

碩士 === 國立屏東科技大學 === 資訊管理系所 === 99 === Recently with the application of information technology on internet, cooperative learning has gradually become a major method of e-learning. Fundamentally, the interaction between the group members can be measured by the degree of social presence. Therefore, group members may have different degree of social presence by way of using different communication media. In this study, the research framework is constructed based on the social presence theory by Tu (2000). The major dimensions of this framework include: (1) social context- team trust, degree of course acceptance, interest in cooperative learning, and pleasure in cooperative learning environment; (2) interaction of cooperative learning process-online communication and interactivity; and (3) learning performance- test score and learning satisfaction. To examine the feasibility of applying the social presence theory on the process of cooperative learning, a web-based cooperative learning system is developed to collect the data about the interaction between group members and learning performance. An experimental study is conducted in this study. The subjects of this experiment are sixteen graduate students of management information systems department. The subjects are divided into two groups. One group includes eight members that major in management, named as the control group, and another group that major in technology, named as the experimental group. Five case studies in management information systems are used as the learning materials for cooperative learning. Related data such as learning record, interaction between group members and test record during the cooperative learning process are recorded in the web-based cooperative learning system. This experiment lasts for one month. A statistical analysis is conducted to examine the interaction between group members affecting the learning performance. The major findings of this study are shown as follows: (1) type of group has attained significant difference in on-line communication and interactivity, (2) on-line communication has attained a significant influence on learning performance and learning satisfaction, interactivity has attained a significant influence on learning performance and learning satisfaction, and (3) type of group has attained a significant difference on the pretest and posttest scores. Findings of this research can provide useful guidelines for the academic and practices.