PERCEPTIONS OF COMPUTER-SUPPORTED COLLABPRATIVE LEARNING (CSCL) AND ITS EFFECT ON LEARNING PERFORMANCE, SELF-REGULATED LEARNING AND SUST AINABILITY BEHAVIORS
| dc.contributor.author | CHAROENWET, SALUBSRI | |
| dc.date.accessioned | 2016-01-12T03:43:51Z | |
| dc.date.available | 2016-01-12T03:43:51Z | |
| dc.date.issued | 2010-07 | |
| dc.description.abstract | A student social network was established under EU-SUPPORT based on computer-supported collaborative learning (CSCL). The EU-SUPPORT network is a sub network of the Norwegian Environmental Education Network that focuses on schools to promote the quality of education for sustainable development. The investigation into CSCL network involved examining participation and quality of discussion/interaction, the degree of knowledge building in this collaborative network and the effect of learning environment on learning performance, self-regulated learning behaviors, sustainability behaviors as well as students' perception of the CSCL environment. Participants were 200 secondary school students from Malaysia and Thailand. Students who took part in this project collaboratively worked on assigned online activities with the theme 'Climate Change' via web-based instructions. The development of the social network was monitored and social interaction amongst participants was examined using Social Network Analysis (SNA). The level of knowledge building was determined by Content Analysis (CA) using Interaction Analysis Model (lAM). Self-reported survey questionnaires and test items on the concepts of 'Climate Change' were administered prior and after the activities in order to , investigate sustainability behaviors, self-regulated learning behaviors, learners' perception and performance. The results indicated that the established student network was considered active with rather dense network. The discussion forum produced in the network was proven to be sustained. All five phases of knowledge building were observed in discussion forum however, most posting notes were restricted to the initial phase. The questionnaire statistical analysis revealed that collaborative learning activities in this social network significantly improved self-regulated learning behaviors, sustainability behaviors and learning performance of students with positive perception towards the learning environment. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1448 | |
| dc.subject | LEARNING | en_US |
| dc.subject | PERCEPTIONS | en_US |
| dc.title | PERCEPTIONS OF COMPUTER-SUPPORTED COLLABPRATIVE LEARNING (CSCL) AND ITS EFFECT ON LEARNING PERFORMANCE, SELF-REGULATED LEARNING AND SUST AINABILITY BEHAVIORS | en_US |
| dc.type | Thesis | en_US |
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