University Students’ Online Cooperative Learning Attitudes and Its Relationship with Course Achievement

Author:

YILDIRIM YAKAR Züleyha1

Affiliation:

1. KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ

Abstract

This study attempts to examine the effect of online cooperative teaching on students' attitudes towards online cooperative learning (OCLAS) and the relationship between OCLAS and course achievement. Besides, students' views on online collaborative practice were taken. The study was conducted with the 3rd year pre-service teachers who were studying at the primary school mathematics teaching program of a state university in Turkey and who received the "algebra teaching" course during the spring term of the 2020-2021 academic year. Having the nested mixed method design, quantitative data were collected through use of a one-group pretest-posttest quasi-experimental design and correlational design. The findings revealed no statistically significant difference across the students' attitudes towards online cooperative learning after the implementation. In addition, the interviews conducted with students who had different attitude levels indicated that all of the students took certain advantages of the implementation and that they found the Google tools (docs, slides, forms, spreadsheet) used in group work convenient and useful for collaboration. The findings also suggested no significant relationship between the students’ achievement in the Algebra Teaching Achievement Test and their attitudes towards online cooperative learning.

Publisher

Journal of Educational Technology and Online Learning

Subject

General Medicine

Reference72 articles.

1. Aghajani, M., & Adloo, M. (2018). The Effect of Online Cooperative Learning on Students' Writing Skills and Attitudes through Telegram Application. International Journal of Instruction, 11(3), 433-448.

2. Akarasriworn, C. (2011). Students' knowledge construction and attitudes toward synchronous videoconferencing in an online collaborative problem-based learning environment (Unpublished Doctoral Dissertation). Retrieved from http://search.proquest.com/docview/919523309?accountid=11054

3. Alanazy, S. M. (2011). Saudi students' attitudes, beliefs, and preferences toward coeducational online cooperative learning (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. I3445199)

4. Alanazy, S. M. (2011). Saudi students' attitudes, beliefs, and preferences toward coeducational online cooperative learning. Wayne State University.

5. Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson & F. Elloumi, (Eds.), Theory and Practice of Online Learning (pp.3-31).Athabasca, AB: Athabasca University.

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