Effects of Mobile Instant Messaging on Collaborative Learning Processes and Outcomes: The Case of South Korea

Autor/inn/en	Kim, Hyewon; Lee, MiYoung; Kim, Minjeong
Titel	Effects of Mobile Instant Messaging on Collaborative Learning Processes and Outcomes: The Case of South Korea
Quelle	In: Educational Technology & Society, 17 (2014) 2, S.31-42 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Learning Processes; Synchronous Communication; Cooperative Learning; Handheld Devices; Task Analysis; Teamwork; Interaction; Network Analysis; Social Networks; Cognitive Processes; Metacognition; Affective Objectives; Educational Technology; Computer Mediated Communication; Bulletin Boards; Matched Groups; Experimental Groups; Control Groups; Student Surveys; Scores; Statistical Significance; Intermode Differences; College Students; Teaching Methods; South Korea + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Kooperatives Lernen; Aufgabenanalyse; Interaktion; Netzplantechnik; Social network; Soziales Netzwerk; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtsmedien; Computerkonferenz; Wandzeitung; Schülerbefragung; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Korea; Republik
Abstract	The purpose of this paper was to investigate the effects of mobile instant messaging on collaborative learning processes and outcomes. The collaborative processes were measured in terms of different types of interactions. We measured the outcomes of the collaborations through both the students' taskwork and their teamwork. The collaborative learning processes and outcomes in the Mobile Instant Messaging group (Mobile IM) were also compared with the Personal Computer-based Instant Messaging group (PC IM) and the Bulletin Board System group (BBS). A total of 48 students participated in this study, and the main results show that more cognitive and metacognitive interactions were found in the BBS group while social and affective interactions were the major types of interactions in the Mobile IM group and the PC IM group. As a result of the collaborative learning outcomes, the Mobile IM group shows better teamwork than the other two groups. However, better taskwork was found in the BBS group and the PC IM group rather than the Mobile IM group. Finally, the researchers discuss the implications of this study from the perspective of the educational potential of mobile learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10