Factors influencing students' perceived impact of learning and satisfaction in Computer Supported Collaborative Learning

被引:60
作者
Munoz-Carril, Pablo-Cesar [1 ]
Hernandez-Selles, Nuria [2 ]
Fuentes-Abeledo, Eduardo-Jose [3 ]
Gonzalez-Sanmamed, Mercedes [4 ]
机构
[1] Univ Santiago de Compostela, Avda Ramon Ferreiro S-N, Lugo 27002, Spain
[2] Univ La Salle, Ctr Super Estudios, Fac Educ & Ciencias Sociales, C La Salle 10, Madrid 28023, Spain
[3] Univ Santiago de Compostela, Rua Prof Vicente Fraiz Andon S-N, Santiago De Compostela 15782, Spain
[4] Univ A Coruna, Campus Elvina S-N, La Coruna 15071, Spain
关键词
Computer supported collaborative learning; Perceived impact on learning; Satisfaction; Higher education; INFORMATION-SYSTEMS CONTINUANCE; STRUCTURAL EQUATION MODELS; TECHNOLOGY ACCEPTANCE; DISCRIMINANT VALIDITY; HIGHER-EDUCATION; USER ACCEPTANCE; PLS-SEM; INTENTION; BLOGS; EXPECTATION;
D O I
10.1016/j.compedu.2021.104310
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
The analysis of the processes and elements articulating effective Computer Supported Collaborative Learning (CSCL) constitutes a focal research stream in education. Following these streams, satisfaction and perceived impact on learning have already been stablished as determining aspects of any type of learning and, particularly, of CSCL. The goal of this study was to identify factors affecting students' satisfaction and perception of impact on learning in CSCL. The Partial Least Squares technique was used, applying a questionnaire to 701 students in a virtual university. The proposed model exhibited high predictive performance, confirming the 13 hypotheses established. The variables confirmation, perceived usefulness, and perceived enjoyment positively and significantly influenced students' satisfaction with CSCL. Perceived ease of use and perceived usefulness positively and significantly influenced attitude, and attitude, together with perceived enjoyment, were determining factors in perceived impact on learning. These are factors that should be considered when designing CSCL to be implemented both at the institutional and class level, and teachers and students should be aware of these interdependencies for CSCL to be successful.
引用
收藏
页数:13
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