Abstract

The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative learning. An experiment was conducted to examine the learning effectiveness of the developed cooperative learning system for two groups' students (a self-form group and a random group). Results of the experiment indicate that students had consistently learning effectiveness in both of the heterogeneous groups, which verified the utility of the developed cooperative learning system and interactivity has significant difference, but social context and online communication has insignificant difference among three dimensions of social presence theory. Finally, research findings are discussed and future research directions are suggested. (Contains 1 table and 8 figures.)

Citation

Huang, M.S., Hsiao, W.H., Chang, T.S. & Hu, M.H. (2012). Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence. Turkish Online Journal of Educational Technology, 11(4), 94-107. Retrieved August 11, 2024 from https://www.learntechlib.org/p/55704/.

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Keywords

• College Students
• computer mediated communication
• Cooperative learning
• electronic learning
• Foreign Countries
• Heterogeneous Grouping
• instructional design
• Instructional Effectiveness
• Questionnaires
• Social Environment
• teaching methods