Acceptance of Cloud Services in Face-to-Face Computer-Supported Collaborative Learning: A Comparison between Single-User Mode and Multi-User Mode

Autor/inn/en	Wang, Chia-Sui; Huang, Yong-Ming
Titel	Acceptance of Cloud Services in Face-to-Face Computer-Supported Collaborative Learning: A Comparison between Single-User Mode and Multi-User Mode
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 6, S.637-648 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2015.1060134
Schlagwörter	Cooperative Learning; Computer Uses in Education; Preferences; Social Influences; Intention; Problem Solving; Familiarity; Skill Development; Standard Setting; Editing; Electronic Publishing; Electronic Learning; Computer Networks; Intermode Differences; Educational Technology; Usability; Student Attitudes; Questionnaires; Models; College Students; Foreign Countries; Least Squares Statistics; Taiwan + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computernutzung; Sozialer Einfluss; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Standardisierung; Redaktion; Textbearbeitung; Elektronisches Publizieren; Computernetz; Computernetze; Kommunikationsnetz; Unterrichtsmedien; Schülerverhalten; Fragebogen; Analogiemodell; Collegestudent; Ausland
Abstract	Face-to-face computer-supported collaborative learning (CSCL) was used extensively to facilitate learning in classrooms. Cloud services not only allow a single user to edit a document, but they also enable multiple users to simultaneously edit a shared document. However, few researchers have compared student acceptance of such services in face-to-face CSCL between the single-user mode and the multi-user mode so as to explore which one is accepted by students more readily. Our findings indicate that students prefer to use the multi-user mode and further reveal that when the multi-user mode is used in face-to-face CSCL, (1) social influence plays a vital role related to students' intention to use; (2) training and problem-solving assistance are helpful to familiarise students; (3) strategies for students engaging in the multi-user mode should be considered, otherwise each student has the authority to edit the shared file, which leads to it being difficult to reach a consensus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01