Students’ Attitudes Towards Collaborative Tools In A Virtual Learning Environment
pp. 71-86 | Published Online: November 2015 | DOI: 10.12973/edupij.2015.412.6
Serife Kalayci, Kim Raymond Humiston
Full text PDF | 4812 | 4734
The purpose of this study is to investigate prep class university students’ attitudes towards collaborative tools used in Moodle. Also it was aimed to find out whether or not there is a difference in students’ attitudes towards traditional and collaborative activities. The participants of the study, 28 non-English major university students, who had three-hours of Self Access Centre lessons per week, used a virtual learning environment named ‘Moodle’ for two hours each week. In order to investigate the attitudes, the participants were administered a computer readiness scale at the beginning of the study. At the end, a questionnaire was administered, and to support the data, screenshots of the activities were taken and twelve participants were interviewed. Results show that the collaborative tools in the virtual learning environment have significant positive effects according to the participants’ opinions. The students have significantly positive attitudes towards the collaborative tools, although they have not had enough experience of collaborative work. Also the students do not reflect positive attitudes towards traditional activities and, accordingly do not use them much.
Keywords: virtual learning environment, collaborative tools, students’ attitudesReferences
Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. E. (1999). Evaluating the integration of technology and second language learning. CALICO Journal, 17(2), 269-306.
Ayres, R. (2002). Learner attitudes toward the use of CALL. Computer Assisted Language Learning, 15(3), 241-249.
Chen, P. (2003). EFL student learning style preferences and attitudes toward technology-integrated instruction. (Doctoral dissertation, University of South Dakota, 2003). Dissertations Abstracts International, 64(8), 2813.
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 482-493.
Farrah, M. A. H. (2011). Attitudes Towards Collaborative Writing Among English Majors in Hebron University. AWEJ, 2(4), 136-170.
Fraenkel, J. R., & Wallen, N. M. (2006) How to design and evaluate research in education. Boston: McGraw-Hill.
Inozu, J., & Ilin, G. (2007). How do learners perceive e-language learning programs in their local context. Asian EFL Journal, 9(4), 280-288.
Lai, C. C., & Kritsonis, A. W. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), 1-6.
Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(2), 1066-1080.
Lin, M. S. (2009). How computer-mediated communication affects ell students’ writing processes and writing performance. (Unpublished PhD Thesis). Norman, Oklahoma, USA.
Lin, N. T. (2002). Motivation and attitude toward integrated instruction through technology in college-level EFL reading and writing in Taiwan. (Doctoral dissertation, University of Pittsburgh, 2002). Dissertation Abstract International, 64(1), 59.
McLoughlin C., & Lee M. (2007). Social software and participatory learning: pedagogical choices with technology affordances in the Web 2.0 era. Retrieved from http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf
Molina A. I., Redondo, M. A., Lacave, C., & Ortega, M. (2014). Assessing the effectiveness of new devices for accessing learning materials: An empirical analysis based on eye tracking and learner subjective perception. Computers in Human Behavior, 31, 475-490.
Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press.
Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829.
Ozkan, M. (2011). Effects of social constructivist virtual learning environments on speaking skills from the perspective of university students (Unpublished master’s thesis). University of Cukurova, Adana, Turkey.
Pektas, T. S., & Erkip, F. (2006). Attitudes of design students toward computer usage in design. International Journal of technology and Design Education, 16, 79-95.
Smith, B., Caputi, P., & Rawstorne, P. (2000). Differentiating computer experience and attitudes toward computers: an empirical investigation. Computer in Human Behavior, 16, 59-81.
van Raaij, E. M., & Schepers, J. L. (2008). The acceptance and use of a virtual learning environment in China, Computers & Education, 50(3), 838-852.
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15-25.