A Comparison of Traditional and Cooperative Learning Methods in Online Learning

Autor/inn/en	Kupczynski, Lori; Mundy, Marie-Anne; Ruiz, Alberto
Titel	A Comparison of Traditional and Cooperative Learning Methods in Online Learning
Quelle	In: Journal of Educational Technology, 10 (2013) 2, S.21-28 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Cooperative Learning; Comparative Analysis; Online Courses; Community Colleges; Student Surveys; Student Characteristics; Teaching Methods; Intermode Differences; Conventional Instruction; Social Cognition; Interpersonal Communication; Aptitude Treatment Interaction + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Online course; Online-Kurs; Community college; Community College; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Kognition; Interpersonale Kommunikation
Abstract	The purpose of this study was to examine the effects of the Community of Inquiry framework through an in-depth examination of learning comprised of teaching, social and cognitive presence in traditional versus cooperative online teaching at a community college. A total of 21 students participated in this study, with approximately 45% having taken online courses previously. Repeated Measures ANOVA were completed for all analyses via the SPSS General Linear Model--Repeated Measures with alpha set at a = 0.05 across all tests Cooperative learning (Mean = 72.18, SD = 12.31) was significantly higher than traditional learning (Mean = 70.91, SD = 12.70). The effect size of 0.22 as measured by Partial Eta Squared was quite large, with 22% of the difference in variance explained by overall learning. CL in teaching presence (Mean = 33.62, SD = 5.17) was significantly higher than traditional in teaching presence (Mean = 32.82, SD = 5.74). The effect size of 0.46 as measured by Partial Eta Squared was very large, with 46% of the difference in variance explained by teaching presence. Social and cognitive were not statistically significant (p>0.05). Future studies should examine different designs of teaching presence, such as allowing students to choose their own groups, which may lead to increased social presence and cognitive presence and in turn increased learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01