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E-collaborative learning experience, interdependencies of presences and learning outcomes: evidence of mediating and moderating effects
Yussiff, Alimatu-Saadia · Ahmad, Wan Fatimah Wan · Mustapha, Emy Elyanee

Published15 August 2018
JournalInternational Journal of Business Information Systems
Volume 29, Issue 1, Pages 23-41
CountryMalaysia, Asia

ABSTRACT
Researchers have reported mixed-findings regarding the impact of individual instruction, the class as a whole, and the use of small-group on learning outcomes. The purpose of this study was to investigate the impact of e-collaborative teaching and learning on students learning outcomes with the mediating and moderating effects of three presences. An experimental research design consisting of experimental and control groups were conducted. Three set of survey instruments used are the Community of Inquiry Survey Instrument, effectiveness for teamwork survey, pre-test and post-test questions. Partial-least-square approach to structural equation modelling was employed to analyse the data based on a hypothesised relationship model. The results demonstrated that the constructs in the hypothesised model are reliable and valid. In addition, findings also indicated that e-collaborative learning experience strongly predict learning outcomes indirectly through the mediating and moderating effects of the three presences. This research offers significant contributions to practice, research and theory.

Keywords learning outcome · collaborative learning · mediating effect · moderating effect · reliability · validation · social presence · cognitive presence · teaching presence · community of inquiry · CoI

LanguageEnglish
RefereedYes
RightsInderscience Enterprises Ltd.
DOI10.1504/IJBIS.2018.094001
ExportBibTex · EndNote · Tagged XML · Google Scholar


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