Michael Yeap...PhD Candidate: 20101114 - Koo, Online Collabo ati!e "ea ning...

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Sunday, November 14, 2010

20101114 - Koo, Online Collaborative Learning...

Koo, A.C. (2009). Online

Collaborative Learning for Malaysian Schools: A Case

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Mobile Learning portal [prototype] WAP Blog: Mobile Learning & Usability

Study on Geometry. Multimedia University, Malaysia.

Total pages of ontent! 2"#. $er %&' resear & seemed to fo us on! () )tudents* and Tea &ers* per eption of +C, 2) %er eived effe tiveness of +C, for tea &ing and learning -eometry .) )tudents* fa tors and Tea &ers* fa tors affe ting t&e per eived readiness for +C,. My Interest: 1) actor analysis !) Confirmatory factor analysis ") Structural e#uation modelling$ Action: %o attem&t to do'nload entire (issertation$ %o read the entire (issertation$

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2 2010 (144) 3 e!e"ber (4) 2 #o$e"ber (%&)
Mobile 'W('')* pros & !ons Mobile P+one is "ore !on$enient t+an #oteboo, -o"p... rea/ing Bible on Mobile p+one in !+0r!+ 20101121 2 -on!ept0al3'+eoreti!al 4ra"e5or, (5i,ip... Usability 4ra"e5or, (6+a!,el) 20101121 2 !on!epts & /e7intions o7 )$al0ation res... 20101121 2 )$al0ation resear!+3"et+o/ (Patton) 20101121 2 )$al0ation *esear!+ (Wi,ipe/ia) 20101121 2 )$al0ation *esear!+ (Po5ell) 20101121 2 )$al0ati$e *esear!+ (Winsett8 #A'-9) 20101121 2 '+e Planning2)$al0ation -y!le (6o!ial*e... 20101121 2 )$al0ation *esear!+ (6o!ial*esear!+Met+... 2010112& 2 iagra" 2 4o!0s :ro0p as a ;0alitati$e ... 2010112& 2 Pee, & 4ot+ergill8 Using 4o!0s :ro0ps 7...

actors affecting teachers) &erceived readiness for online collaborative learning: A case study in Malaysia$
Koo, A. C. (200"). Educational Technology & Society, 11 ((), 2//021". actors affecting teachers) &erceived readiness for online collaborative learning: A case study in Malaysia

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Michael Yeap...PhD Candidate: 20101114 - Koo, Online Collabo ati!e "ea ning...

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2010112& 2 4o!0s :ro0p resear!+ "et+o/ (:ibbs) 2010112& 2 4o!0s :ro0p reporting ((o5a 6tate Uni$)... 2010112& 2 4o!0s :ro0p resear!+ "et+o/ ((o5a 6tate... 2010112& 2 4o!0s :ro0p 2 a <0alitati$e resear!+ (=... 2010112& > 4o!0s :ro0p resear!+ "et+o/ology (Up4ro... 2010112& 2 4o!0s :ro0p resear!+ "et+o/ology (Wi,ip... 20101122 2 ?an/ling -o""on 'as,s 7or iP+one 2 part... 20101121 2 -o""on 'as,s 7or iP+one 20101121 2 Usability & esign :0i/elines 7or iP+on... 20101121 > Apple8 iP+one ?0"an (nter7a!e :0i/eline... Prototype o7 Mobile Learning Portal@pls !riti!ise3... 20101120 2 6tart eAperiential.."obile apps & M2Lea... 20101120 2 'e!+*a/ar: Mobile 5eb /esign: plat7or" ... Mobile Learning portal [prototype] WAP Blog & )1 !lone 20101114 2 =oo8 9nline -ollaborati$e Learning... /B ay 1C #o$ 2010 Proposal3Wor, e7ense 6e"inar 2010110D 2 'ri7ono$a8 ..?oar/ing -ontent in Mobile... 5riting & s0b"itting Eo0rnal Paper...7ire2n27orget... Usability (nspe!tion -riteria 7or e2Learning Porta... Paper 7or Eo0rnal: Usability (nspe!tion -riteria 7... iE)' 2010

ABSTRACT This paper investigates factors affecting the perceived readiness for online collaborative learning (OCL) of a sample of 86 mathematics teachers from 12 secondary schools. Descriptive analysis, factor analysis, confir atory factor analysis and str!ct!re e"!ation odeling were used to analyze the data. A moderately fit model was generated and able to inform that time constraint and insufficient access to technology such as computer and the Internet were confirmed to be the two impediments to !" as perceived by the teachers. #esides$ a new factor emerged$ namely the factor of new learning paradigm$ has shown positive impact on the teachers% perceived readiness for !". A ma&ority of them agreed that school principal$ training and guidance on !" play an important role to support the implementation of this novice approach in schools. !omments' (o wonder she li)es to recommend factor analysis. #ecause she did that for her *h+. (ielsen also did factor analysis$ and initially came out with the , factors or , heuristics. "ater he added another 2$ and eventually another factor. In the end$ it was 1- factor or better )nown as (ielsen%s 1- .euristic problems. #ecause (ielsen only selected 1- factors$ statistically$ an evaluator could only detect /60 of the usability problems. .ad (ielsen used more factors$ such as 2- factors$ percentage of usability problems would be higher. .ence$ I would not li)e to reduce the usability criteria from big number to , or 1-. I would retain all the usability criteria found 1by research2 to be relevant.

In online collaborative learning 1 !"2$ learners are able to interact and discuss with their peers$ teachers or others conveniently in regard to their formal or informal studies. The contents for their discussion can be of any topics$ depending on the type of pro&ect they are wor)ing on. 3oo 12--12 conducted a pilot study on the perception of 28 primary and secondary school teachers on !". The findings showed that half of the respondents 14202 were relatively new to !". 5a&ority of them 1,602 were )een to collaborate with other teachers for educational purposes. They believed that !" is useful and effective for teaching and learning. .owever$ most of them 16802 felt that they were not ready for implementing !" and a ma&ority of them 18402 e6pressed that they need training and guidance. The purposes of this study are 12 To describe the teachers% perception of implementing !" in their schools and 22 To investigate factors affecting 5alaysian mathematics teachers% readiness for !" to enrich their mathematics lessons in schools. This study used multivariate analysis to establish the significance of the relationship between the depending factors with the teachers% perceived readiness for !" approaches. #y conducting this study$ it is hoped that the )ey factors of affecting the teachers% readiness for !" can be identified and be informed to the school management and the I!T policy ma)er$ so that any I!T program involving collaborative approach can be conducted more successfully in the future.

7 9!tober (42) 7 6epte"ber (&2) 7 200C (212)

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Michael Yeap...PhD Candidate: 20101114 - Koo, Online Collabo ati!e "ea ning...

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Lion Mick Yap

This research used survey approach to investigate various aspects on online collaborative learning and its implementation in schools. The survey questionnaire was a self-constructed 32 questionnaire items, with 6-points Li ert scale, to measure teachers! attitude towards "#L. This instrument was adapted and enhanced from a pilot study conducted by $oo %2&&'(. #omments) *ather rare + the questionnaire uses 6-point Li ert scale. ,o centre point. Data Analysis Two data analysis approaches were used to analy-e the data, i.e. descriptive data analysis and structure equation modeling %./0( approach. Descriptive Data Analysis The descriptive data and findings of the 32 items were reported in Table ' in which the lowest to the highest mean score for each item or statement was listed accordingly.

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#omments) Table ' contains frequency for each of Li ert scale %', 2, 3, 1, 2, 6(, count, mean and standard deviation. Table ' contains 3nitial 4imensions, 3tem #ode, and .tatements. "ne of the ey findings indicates that more than half of the teachers were undecided on their own readiness %item e1' and e16( and their perceived readiness of other parties such as their students, their students! parents and their schools for using "#L %item e12, e13, e12(. The mean score for items related to perceived readiness were comparatively lower than other dimensions with its value between 3 and 1 %undecided(. 3n describing their perception of collaborative outcomes with other teachers %item e22(, a ma5ority %667, 26 out of 86( of them was uncertain on the outcomes, either succeed or fail. This can be interpreted that the respondents were not able to 5udge on their collaborative e9periences would lead to success or failure. :owever, many of the teachers %about half of them, with mean value around 1.6( were quite positively perceived their intention to collaborate with their colleagues or e9perts %item e23, e2', e21( for educational purposes. ;nother finding is to reveal that more than half of the respondents %287( were undecided whether they have time for "#L %item e<2(, and 337 %28 out of 82( of them said that they don!t have time for it %item e<2(. "nly 67 of them agreed that they have time for "#L, and this reflects that time constraint could be a ma5or impediment to affect the teachers! perceived readiness for "#L. ;part from that, the insufficient access to the 3nternet could be another impediment for conducting "#L in schools as half of them %227, 1< out of 82( admitted that they faced this problem %item e62(. ;lmost half of the respondents %187, 1' out of 82( admitted that they have limited access to computers in schools %item e6'(.

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Comments: She describes mainly on frequency, i.e. percentage and number against total. Occasionally, she describes the mean. Factor Analysis and Structural Equation Modeling Firstly, the internal consistency of the survey items was sought by running a reliability test using SPSS version !. "he overall reliability of Cronbach#s alpha was estimated at !.$%&%, with $' cases and () survey items. "his value has e*ceeded the minimum threshold for the internal reliability test, i.e. !.+ ,-unnally, .+$/. "he data was then analy0ed using , / factor analysis, ,)/ confirmatory factor analysis or measurement model before proceed to the ne*t step, ,(/ Structural 1quation 2odeling ,S12/. Factor Analysis Comments: 1*tracted factors were: Factor Perceived positive effects of OC3 Factor ) Perceived readiness Factor ( Collaborative intention or tendency Factor % -ew learning paradigm Factor & 4nsufficient access to technology Factor ' "ime constraint Confirmatory Factor Analysis 4n total, )) out of () items were used to describe si* factors. Figure shows the measurement model and its related measurements such as standardi0ed regression weight ,numeric labels at the single arrow lines/, squared multiple correlation ,number labels at the top left or right corner of the bo*es or observed variables/ and correlations ,numeric labels at the double arrow lines/. Structural Model Analysis "he basic structural model was tested and modified until it was both theoretically meaningful and statistically well fitting. "hree correlation paths ,Figure ), paths with double arrows/ for the three factors ,-ew3earningParadigm, Collaborative4 and Perceived51ffect/ were established in order to get a better fit result. Figure ) shows the final structural model with the respective estimated parameters which has the best fit result. "he estimation of the structural model yields a chi6square of (&'.(, df. 7 )!) and P 8 .!! . "able ( shows the goodnessof6fit statistics for the structural model. Structural Equation Modeling "he analysis of the Structural 1quation 2odeling ,S12, "able % and its path diagram in Figure )/ shows the following results: 9 "he indicator of :time constraint: had a significant negative effect ,P 8 .!! / to predict teachers# perceived readiness for OC3 in their schools.

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9 "he factor of :insufficient access to technology: had a marginally significant effect ,P 8 . / in predicting teachers# perceived readiness for OC3 in their schools. 9 "he factor of :new learning paradigm: which is due to the advent of the 4nternet and its impacts in education had a high value of standardi0ed regression weight ,the highest, i.e. !.%/ to predict positively the teachers# perceived readiness for OC3. ;ence, this factor could also be able to predict teachers# perceived readiness for OC3. Conclusion "he findings of this study show that many of the teachers were neither agreed nor disagreed on their perceived readiness for OC3 even though they were quite positively perceived the effects of OC3. "he teachers did not e*press their readiness strongly because of time constraint and insufficient access to computer and the 4nternet at schools. "hese two factors are the perceived impediments to the implementation of OC3 in schools. Other factors such as collaborative intention and perceived positive effects of OC3 did not affect teachers# perceived readiness for OC3 but these factors have positive relationship with the factor of :new learning paradigm: which emerged due to the advent of the 4nternet and the increase responsibility of learners in education. "his newly emerged factor has some positive influence on the teachers# perceived readiness for OC3. "his implies that teachers with more positive attitude or belief towards new learning paradigm are more ready to adopt OC3. 2any of the teachers also believe that the supports from school principal and training provider are the important conditions for them to practice OC3 in schools.
Poste/ by Mi!+ael F(69F at &:0G AM Labels: !ollaborati$e learning8 e2learning8 =oo

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