Using Online Presence to Improve Online Collaborative Learning

Jeremić, Zoran; Milikic, Nikola; Jovanović, Jelena; Brkovic, Mirjana; Radulović, Filip

doi:10.3991/ijet.v7is1.1918

Cited by 4 publications

(1 citation statement)

References 7 publications

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“…To many, Google Docs (GD) represents the epitome of what it means to work collaboratively online [14]. GD's online collaborative editing features make it possible to generate new information cheaply [15,16]. Because of the ease with which content can be created and edited by users, GD has been used as an online collaborative tool to performance.…”

Section: Online Collaborative Toolsmentioning

confidence: 99%

What Motivate Students to Continue Using Online Collaborative Tools: Post-Acceptance of Information System Approach

I. Inan,

Nizar Hidayanto,

Juita

et al. 2023

Int. J. Emerg. Technol. Learn.

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This paper aims to understand what motivates students at universities in Indonesia to continue using Online Collaborative Tools (OCTs) for their collaboration work. Utilising OCTs is crucial as Covid-19 hit us in 2019 and forced all of us, particularly those who studied at university, to work online as precautionary measures. This research employs the Post-Acceptance Model of Information Systems (IS) approach to understand this issue. For an OCT to continue use, performance: effectivity, efficiency, and certainty is the key determinant, and perceived usability: perceived usefulness, perceived ease of use, and perceived enjoyment mediates confirmation and satisfaction and the intention to continue use. A total of 354 participants are involved in the data analysis employing Structural Equation Modelling (SEM). Our results revealed that while the relationship between confirmation and satisfaction is partially mediated by perceived ease of use and enjoyment, the relationship between confirmation and intention to continue use is also partially mediated by perceived usefulness and enjoyment, and satisfaction. We found that the intention to continue using the OCT can be determined by 67.9% (substantial) of the variance of the model. Our research contributes theoretically to the IS research in this context and practically to the OCT discourse. Limitations and future research directions are discussed.

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Section: Online Collaborative Toolsmentioning

confidence: 99%

What Motivate Students to Continue Using Online Collaborative Tools: Post-Acceptance of Information System Approach

I. Inan,

Nizar Hidayanto,

Juita

et al. 2023

Int. J. Emerg. Technol. Learn.

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Not Fade Away?

Devedžić

2015

Int J Artif Intell Educ

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If you ask me BWill Semantic Web ever happen, in general, and specifically in education?^, the best answer I can give you is BI don't know, but I know that today we are still far away from the hopes that I had when I wrote my paper Education and The Semantic Web (Devedzic 2004) more than 10 years ago. Much of the things from that paper are today obsolete, but some remain. With the experience gained and lessons learned over time, as well as with many other developments in the general field of Webbased education, it is possible to sketch a much more realistic picture about Semantic Web and its implications for education than it was possible back then. This article attempts to capture that picture by discussing a diagram.

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Usos pedagógicos de las TIC según la actividad creativa del discente

et al. 2019

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Integrating information and communication technologies (ICT) in education has generated great hopes and, in some cases, it has produced technological innovations without the basic educational foundations. Some pedagogical uses of ICT improve learning mediated by technology (Laferrière et al., 2015) but we also observe some uses of ICT that place students in situations of passive or interactive consumption. With the purpose of integrating ICT to improve learning and to analyze the limits of passive or interactive consumption, we present five levels of educational uses of ICT. First, passive consumption (eg videos); second, interactive consumption (eg interactive schoolbooks); in third and fourth place the creation of individual or team content (eg create a story), and finally, the participatory co-creation of knowledge, aimed at understanding or solving problems and conceived within a learning community.RESUMENLa integración de las tecnologías de la información y de la comunicación (TIC) en educación ha generado grandes esperanzas y, en algunos casos, ha generado innovaciones tecnológicas sin los fundamentos educativos necesarios. Algunos usos pedagógicos de las TIC permiten un mejor aprendizaje mediado por la tecnología (Laferrière et al., 2015) pero también existen usos de las TIC que ponen al alumno en situaciones de consumo pasivo o interactivo. Con el objetivo de integrar las TIC para mejorar el aprendizaje y analizar los límites de los usos actuales, presentamos cinco niveles de usos educativos de las TIC: (1) el consumo pasivo; (2) el consumo interactivo; (3) la creación de contenido individual; (4) la co-creación de contenido; y (5) la co-creación participativa de conocimientos orientada a la comprensión o la resolución de problemas en una comunidad de aprendizaje.

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Using Online Presence to Improve Online Collaborative Learning

Cited by 4 publications

References 7 publications

What Motivate Students to Continue Using Online Collaborative Tools: Post-Acceptance of Information System Approach

What Motivate Students to Continue Using Online Collaborative Tools: Post-Acceptance of Information System Approach

Not Fade Away?

Usos pedagógicos de las TIC según la actividad creativa del discente

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