Literaturnachweis - Detailanzeige
| Autor/inn/en | Du, Jianxia; Wang, Chuang; Zhou, Mingming; Xu, Jianzhong; Fan, Xitao; Lei, Saosan |
|---|---|
| Titel | Group Trust, Communication Media, and Interactivity: Toward an Integrated Model of Online Collaborative Learning |
| Quelle | In: Interactive Learning Environments, 26 (2018) 2, S.273-286 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2017.1320565 |
| Schlagwörter | College Students; Cooperative Learning; Trust (Psychology); Electronic Learning; Computer Mediated Communication; Synchronous Communication; Asynchronous Communication; Interaction; Group Dynamics; Structural Equation Models; Student Surveys; Likert Scales; Correlation; Statistical Analysis; Goodness of Fit; Gender Differences; Questionnaires |
| Abstract | The present investigation examines the multidimensional relationships among several critical components in online collaborative learning, including group trust, communication media, and interactivity. Four hundred eleven university students from 103 groups in the United States responded survey items on online collaboration, interactivity, communication media, and group trust. Structural equation modeling was employed to examine the relationships among these variables. Results revealed that trust among group members had a positive and powerful influence on online collaboration. Results further revealed that the influence of group trust on online collaboration was mediated by communication media and the interactivity among group members. These findings are discussed in the context of existing literature in the field. Practical implications and directions for future investigation are provided. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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