Advertisement

Developing a Collaborative e-Learning System Based on Users’ Perceptions

  • Shu-Sheng Liaw
  • Hsiu-Mei Huang
Part of the Lecture Notes in Computer Science book series (LNCS, volume 4402)

Abstract

The present study is to investigate learners’ perceptions toward a collaborative e-learning system. First, this study provides considerations of designing a collaborative e-learning environment. After that, the implementation of a collaborative e-learning system will be discussed. Furthermore, this study investigates 68 students’ perceptions toward the collaborative e-learning system. The results of factor analysis show that the five users’ perception factors are: environmental characteristics, environmental satisfaction, collaboration activities, learners’ characteristics, and environment acceptance. The results also indicate that these five factors should be considered at the same time when developing a collaborative e-learning system.

Keywords

Knowledge Sharing Collaborative Learning Knowledge Construction Collaborative Activity Perceptual Factor 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Koschmann, T. (ed.): CSCL: Theory and Practice of an Emerging Paradigm. Lawrence Erlbaum Associates, Mahwah (1996)Google Scholar
  2. 2.
    Scardamalia, M., Bereiter, C.: Computer support for knowledge-building communities. The Journal of The Learning Science 3, 265–283 (1994)CrossRefGoogle Scholar
  3. 3.
    Dewiyanti, S., et al.: Students’ experience with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments. Computers in Human Behavior 23, 496–514 (2007)CrossRefGoogle Scholar
  4. 4.
    Soller, A.: Supporting social interaction in an intelligent collaborative learning system. International Journal of Artificial Intelligence in Education 12, 40–62 (2001)Google Scholar
  5. 5.
    Webb, N., Palincsar, A.: Group processes in the classroom. In: Berlmer, D., Calfee, R. (eds.) Handbook of Educational Psychology, pp. 841–873. Simon & Schuster Macmillan, New York (1996)Google Scholar
  6. 6.
    Liaw, S.S.: Developing a Web assisted knowledge construction system based on the approach of constructivist knowledge analysis of tasks. Computers in Human Behavior 21, 29–44 (2005)CrossRefGoogle Scholar
  7. 7.
    Bruffee, K.A.: Sharing our toys: Cooperative learning versus collaborative learning. Change Magazine 27, 12–18 (1995)Google Scholar
  8. 8.
    Guuawardena, N.C., et al.: A cross-cultural study of group process and development in online conferences. Distance Education 22, 85–121 (2001)CrossRefGoogle Scholar
  9. 9.
    Liaw, S.S.: Considerations for developing constructivist Web-based learning. International Journal of Instructional Media 31, 309–321 (2004)MathSciNetGoogle Scholar
  10. 10.
    Liebowitz, J.: Knowledge management and its link to artificial intelligence. Expert Systems with Applications 20, 1–6 (2001)CrossRefGoogle Scholar
  11. 11.
    Gagne, E.D., Yekovich, C.W., Yekovich, F.R.: The Cognitive Psychology of School Learning, 2nd edn. Harper Collins, New York (1993)Google Scholar
  12. 12.
    Malone, D.: Knowledge management: A model for organizational learning. International Journal of Accounting Information Systems 3, 111–123 (2002)CrossRefGoogle Scholar
  13. 13.
    Vygotsky, L.: Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge (1978)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2007

Authors and Affiliations

  • Shu-Sheng Liaw
    • 1
  • Hsiu-Mei Huang
    • 2
  1. 1.General Education Center, China Medical University, 91, Shiuesh Rd., Taichung, 404, TaiwanROC
  2. 2.Department of Management Science, National Taichung Institute of Technology, 129, Sec. 3, Saming Rd., Taichung, 404, TaiwanROC

Personalised recommendations