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An experimental study of satisfaction response: Evaluation of online collaborative learning

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journal contribution
posted on 08.04.2019 by Xusen Cheng, Xueying Wang, Jianqing Huang, Alex Zarifis
On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants' responses on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, a comparison study of online collaborative learning with and without thinkLets is implemented, and the satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

Funding

The authors thank the National Natural Science Foundation of China (No. 71571045, No.71101029), Beijing Higher Education and Teaching Reform Project (No.2015-ms080), the Fundamental Research Funds for the Central Universities in UIBE (No.13YQ08) and UIBE Undergraduate Education and Teaching Research Funds for providing funding for part of this research.

History

School

  • Business and Economics

Department

  • Economics

Published in

International Review of Research in Open and Distance Learning

Volume

17

Issue

1

Pages

60 - 78

Citation

CHENG, X. ... et al., 2016. An experimental study of satisfaction response: Evaluation of online collaborative learning. International Review of Research in Open and Distance Learning, 17(1), pp. 60 - 78.

Publisher

Athabasca University

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/ by/4.0/

Publication date

2016-01-31

Notes

This is an Open Access Article. It is published by Athabasca University under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/

eISSN

1492-3831

Language

en

Licence

Exports