An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

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...

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Autores principales:	Xusen Cheng, Xueyin Wang, Jianqing Huang, Alex Zarifis
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	online collaborative learning online collaboration satisfaction thinkLets collaborative process Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f400c2cd5b924022abbf49991cf20a67
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spelling	oai:doaj.org-article:f400c2cd5b924022abbf49991cf20a672021-12-02T18:03:24ZAn Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning10.19173/irrodl.v17i1.21101492-3831https://doaj.org/article/f400c2cd5b924022abbf49991cf20a672016-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2110https://doaj.org/toc/1492-3831 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 responces 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, comparison study of online collaborative learning with and without thinkLets is implemented and 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. Xusen ChengXueyin WangJianqing HuangAlex ZarifisAthabasca University Pressarticleonline collaborative learningonline collaborationsatisfactionthinkLetscollaborative processSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	online collaborative learning online collaboration satisfaction thinkLets collaborative process Special aspects of education LC8-6691
spellingShingle	online collaborative learning online collaboration satisfaction thinkLets collaborative process Special aspects of education LC8-6691 Xusen Cheng Xueyin Wang Jianqing Huang Alex Zarifis An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning
description	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 responces 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, comparison study of online collaborative learning with and without thinkLets is implemented and 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.
format	article
author	Xusen Cheng Xueyin Wang Jianqing Huang Alex Zarifis
author_facet	Xusen Cheng Xueyin Wang Jianqing Huang Alex Zarifis
author_sort	Xusen Cheng
title	An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning
title_short	An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning
title_full	An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning
title_fullStr	An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning
title_full_unstemmed	An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning
title_sort	experimental study of satisfaction response: evaluation of online collaborative learning
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/f400c2cd5b924022abbf49991cf20a67
work_keys_str_mv	AT xusencheng anexperimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT xueyinwang anexperimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT jianqinghuang anexperimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT alexzarifis anexperimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT xusencheng experimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT xueyinwang experimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT jianqinghuang experimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning AT alexzarifis experimentalstudyofsatisfactionresponseevaluationofonlinecollaborativelearning
_version_	1718378785004322816

An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

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