Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning
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|Title:||Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning
|Author:||Muñoz Carril, Pablo César
Hernández Sellés, Nuria
Fuentes Abeledo, Eduardo José
González Sanmamed, Mercedes
|Affiliation:||Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
|Subject:||Computer supported collaborative learning Perceived impact on learning | Perceived impact on learning | Satisfaction | Higher Education ||
|Date of Issue:||2021
|Citation:||Computers & Education Volume 174, December 2021, 104310
|Abstract:||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|
|Rights:||© 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
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Except where otherwise noted, this item's license is described as © 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
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