Collaborative online learning using e-moderators in a Wiki environment on the quality of writing, engagement, and collaboration among students with different levels of self-regulated learning in Yemen

Simple item page
dc.contributor.authorAl-Sharaabi, Waheeb Abdullah
dc.date.accessioned2014-11-03T02:08:07Z
dc.date.available2014-11-03T02:08:07Z
dc.date.issued2009
dc.descriptionPhDen_US
dc.description.abstractThe purpose of the study was to investigate the effects of having e-moderators who provided encouragement, reminders and notices in collaborative learning situations in an online wiki environment on Quality of Writing (QW), Actual Engagement (AE), as well as perceptions of effort and ownership among students with different levels of Self Regulated Learning. A 2 x 2 quasi-experimental factorial design was used in this study. The independent variable of the study was the two modes of interactivity learning (1) Wiki environment with e-moderator, and (2) Wiki environment without e-moderator. The dependent variables were Quality of Writing (QW), Actual Engagement (AE), levels of Collaboration (CL) via email and wiki inputs, and perceptions of effort and ownership. The moderating variable was the Self-Regulated Learning (SRL). The sample consisted of 138 university students majoring in English Literature in Yemen and participated anonymously in the Wiki groups assigned to them. The students were classified as high or low SRL students depending on their mean scores on the Motivated Strategies for Learning Questionnaire (MSLQ) which was administrated before the treatment. Descriptive and inferential statistics were used to analyze the collected data. ANOVA and two-way MANCOVA procedures were used to examine the main interaction effects between the independent variable and the dependent variables. The analyses of the wiki scores by method showed that group receiving emoderator reported higher scores for QW, AE, CL via email, and wiki inputs as compared to the group without e-moderator and all the differences were significant. However, analyses by SRL showed that there were no significant differences in terms of QW and CL via email among high SRL students, while the high and low SRL students in groups with e-moderator had significantly more AE compared to their peers in groups without e-moderator. The low SRL students in the group with e-moderators reported significantly higher wiki inputs than their peers in the group without e-moderators. However, there was no significant difference in Wiki inputs among the high SRL students in both treatment groups. The analyses of survey data by method and SRL showed that there were no significant differences on perceptions of the effort spent and ownership. The low SRL students from both groups claimed to have significantly spent more effort compared to the high SRL students. However, the high SRL students from both groups claimed to have significantly more ownership of the project compared to the low SRL students. The findings by SRL were consistent with other studies in literature. The findings by method found that e-moderation was necessary in obtaining higher scores for QW, AE, and CL via email and Wiki inputs but as the e-moderation activities consisted only of prompts and reminders, these findings suggested that simple pedagogical agents would be sufficient to maintain active participation among members of a wiki project.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/192
dc.language.isoenen_US
dc.subjectComputer Scienceen_US
dc.subjectOnline learningen_US
dc.subjectWiki environmenten_US
dc.subjectSelf-regulated learningen_US
dc.titleCollaborative online learning using e-moderators in a Wiki environment on the quality of writing, engagement, and collaboration among students with different levels of self-regulated learning in Yemenen_US
dc.typeThesisen_US
Files
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Pusat Pengajian Sains Komputer - Tesis