Online Cooperative Learning Attitude Scale

2012 ◽  
Author(s):  
Özgen Korkmaz
Keyword(s):  
Cooperative Learning ◽  
Attitude Scale ◽  
Learning Attitude

scholarly journals Learner Views about Cooperative Learning in Social Learning Networks

2017 ◽  
Vol 11 (1) ◽  
pp. 52 ◽  
Author(s):  
Serkan Cankaya ◽  
Eyup Yunkul
Keyword(s):  
Cooperative Learning ◽  
Small Groups ◽  
Qualitative Data ◽  
Research Process ◽  
Structured Interview ◽  
Attitude Scale ◽  
Learning Networks ◽  
Data Collection Tool ◽  
Learning Attitude ◽  
Positive Attitudes

The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of “social networks used”, “preferences of forming groups”, “communication within group” and “views about the courses executed via Edmodo”.

Developing an English Mobile Learning Attitude Scale for Adult Learners

2017 ◽  
Vol 45 (3) ◽  
pp. 424-435 ◽  
Author(s):  
Tzu-Ying Liu
Keyword(s):  
Adult Learners ◽  
Mobile Learning ◽  
Rapid Development ◽  
Item Analysis ◽  
Pilot Scale ◽  
Attitude Scale ◽  
Internal Reliability ◽  
Expert Review ◽  
Learning Attitude ◽  
Attitudes Toward English

In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners’ attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are scarce. The purpose of this study was to describe the development of an English Mobile Learning attitude scale for adult learners in higher education. A preliminary version of a scale to measure attitudes toward English mobile learning was developed and piloted on 190 adult learners who were attending the continuing education situations in Southern Taiwan. Initial item selection produced a pilot scale consisting of 36 Likert items. Subsequently, an expert review panel, item analysis, and factor analysis revealed four structurally independent attitude constructs and justified retention of 21 of the original items. The full instrument was found to have both a high internal reliability coefficient (.93) and significant construct validity ( p < .001).

scholarly journals Integration of Autograph in Improving Mathematical Problem Solving and Mathematical Connection Ability Using Cooperative Learning Think-Pair-Share

2015 ◽  
Vol 5 (1) ◽  
pp. 83-95
Author(s):  
Ida Karnasih ◽  
Mariati Sinaga
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Attitude Scale ◽  
Repeated Measure ◽  
Mathematical Problem Solving ◽  
Dynamic Software ◽  
And Performance ◽  
Teaching Learning ◽  
Mathematical Connection

The aim of this study was to investigate students’ mathematical problem solving and mathematical connection ability in cooperative learning setting using Dynamic Software Autograph. This experimental study was conducted at high school in learning statistics. The collection of the data was done using observation sheets, documentation, attitude scale, and performance tests. Repeated measure tests were delivered to students for four times. The result of the analysis showed that: (1) Using Dynamic Software Autograph in teachinglearning statistics with cooperative learning Think-Pair-Share improved students’ problem solving and mathematical connection ability; (2) Students’ activity during teaching learning processes continuously improved; (3) The result of analysis of the questionnaire showed that most students like learning statistics using cooperative learning with dynamic software Autograph; (4) Students were very active and showed positive attitude toward learning using cooperative learning Think-Pair-Share using dynamic software Autograph.

scholarly journals Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7391 ◽  
Author(s):  
Aslı Suner ◽  
Yusuf Yilmaz ◽  
Beyser Pişkin
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Technology Use ◽  
Linear Regression Analysis ◽  
Attitude Scale ◽  
Dental Students ◽  
Internet Usage ◽  
Learning Attitude ◽  
Attitudes And Perceptions

Introduction The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students. Materials and Methods The study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; the Mann–Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. The Kruskal–Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman’s correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage. Results The majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the m-learning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage. Conclusion Dental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students’ performances.

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