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The Effects of Online Collaborative Learning and Using E-Portfolio on Success, Attitudes and Permanency

Year 2019, Issue: 36, 63 - 77, 08.01.2020

Abstract

 The purpose of this study
was to determine the effects of e-portfolio implementation in the Online
Collaborative Learning (OCL) setting on students’ academic success, attitude, achievement
and stabilty levels in the Operating Systems and Applications (OSA) course. The
randomized pretest-posttest control group model and semi-structured interview
techniques, which are true experimental models, were used. In order to apply
the e-portfolio implementation in the OCL setting, the Online Collaborative
Learning and E-portfolio Portal (OCLEP) and the virtual classroom
implementation were used. According to the implementation results, it was
observed that all students were successful and the method had a positive effect
especially on stabilty. The difference between student attitudes on the course
and on the OCL settings was not significant. It was observed that the number of
students who thought that the method had benefits were high. It was evident
that the most frequent problem was related to the application of OCLEP and
virtual classroom implementations. Students emphasized that, when compared with
other methods, this method has more benefits, it should be applied in theoretic
courses and that courses delivered through this method are more comprehensible.
Thus, this method can be used in teaching many courses.

References

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  • Açıkgöz, K. Ü. (2011). Aktif öğrenme [Active learning]. (12th ed.). İzmir: Biliş Publications.
  • Barış, M. F., & Tosun, N. (2013). Sosyal ağ ve E-portfolyo entegrasyonu: Facebook örneği [Integration of social network and E-portfolio: Case study of Facebook]. Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 2(2), 122-129.
  • Bélanger, M. (2012). Online collaborative learning. Retrieved from http://training.itcilo.it/actrav/library/english/publications/online_cl.doc
  • Bennett, S. (2004). Supporting collaborative project teams using computer-based technologies. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 1-27). USA, Idea Group Publishing.
  • Bilgin, İ., & Karaduman, A. (2005). İşbirlikli öğrenmenin 8. sınıf öğrencilerinin Fen dersine karşı tutumlarına etkisinin incelenmesi [Investigating the effects of cooperative learning on 8 grade students’ attitudes toward Science]. İlköğretim Online [Elementary Education Online], 4(2), 32-45.
  • Bilgin, T., & Akbayır, K. (2002, September). İşbirlikli öğrenmenin dizi ve serilerin öğretimindeki etkililiği [The effectiveness of collaborative learning in teaching sequences and series]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Sempozyumu [National Science and Mathematics Education Symposium], Vol. 2, pp. 933-938, Ankara.
  • Blake, C., & Scanlon, E. (2013). Design for collaboration. Journal of Interactive Media in Education, 2, 1-15.
  • Bozkurt, O., Orhan, A. T., Keskin, A., & Mazi, A. (2008). Fen ve Teknoloji dersinde işbirlikli öğrenme yönteminin akademik başarıya etkisi [The effect of cooperative learning method to the academic achievement in Science and Technology lesson]. Türkiye Sosyal Araştırmalar Dergisi [The Journal of Turkish Social Research], 12(2), 63-78.
  • Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1-18.
  • Büyüköztürk, Ş. (2011). Deneysel desenler: Öntest-sontest kontrol grubu desen ve veri analizi [Experimental design: pretest-posttest control group design and data analysis]. (3th ed.). Ankara: Pegem Akademi Publishing.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri [Scientific research methods]. (18th ed.). Ankara: Pegem Akademi Publishing.
  • Chang, C. C. (2008). Enhancing self-perceived effects using web-based portfolio assessment. Computers in Human Behavior, 24(4), 1753-1771.
  • Chang, C. C., & Tseng, K. H. (2008). Use and performances of web-based portfolio assessment. British Journal of Educational Technology, 40(2), 358-370.
  • Chou, C.-M. (2012). Influence of teachers' perceived e-portfolio acceptance on teacher evaluation effectiveness in Taiwan. Australasian Journal of Educational Technology, 28(4), 719-739.
  • Çayırcı, Ç. (2007). İlköğretim 7. sınıfta web tabanlı portfolyo uygulaması: Fen bilgisi ve sosyal bilgiler örnekleri [Web-Based Portfolio Application in Primary School 7th Grade: Samples of Sciences and Social Sciences]. (Unpublished master thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Daradoumis, T., Martínez-Monés, A., & Xhafa, F. (2006). A layered framework for evaluating on-line collaborative learning interactions. International Journal of Human-Computer Studies, 64(7), 622-635.
  • Demirel, Ö. (2002). Kuramdan uygulamaya eğitimde program geliştirme [Cirriculum development from theory to practice]. (4th. ed.). Ankara: Pegem A Publishing.
  • Demirel, Ö. (2003). Öğretimde planlama ve değerlendirme öğretme sanatı [Planning and evaluation in teaching art of teaching]. (6th. ed.). Ankara: Pegem A Publishing.
  • Demirel, Ö., Başbay, A., & Erdem, E. (2006). Eğitimde çoklu zeka kuram ve uygulama [Multiple intelligence theory and practice in education]. Ankara: Pegem A Publishing.
  • Demirli, C. (2007). Elektronik portfolyo öğretim sürecinin öğrenen tutumlarına ve öğrenme algılarına etkisi [The effect of electronic portfolio process on learners’ attitudes and learning perceptions]. (Unpublished doctoral dissertation). Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ.
  • Demirli, C., & Gürol, M. (2010, March-April). Teacher candidates’ attitudes and perceptions towards electronic portfolio process. 21st Annual Conference of The Society for Information Technology and Teacher Education (SITE), San Diego, CA, USA.
  • Doymuş, K., & Şimşek, Ü. (2007). Kimyasal bağların öğretilmesinde jigsaw tekniğin etkisi ve bu teknik hakkında öğrenci görüşleri [The effect of jigsaw technique on chemical bonding learning and students’ opinions about this technique]. Milli Eğitim Dergisi [National Education], 173(1), 231-244.
  • Efe, R., Hevedanlı, M., Ketani, Ş., Çakmak, Ö., & Aslan Efe, H. (2008). İşbirlikli öğrenme teori ve uygulama [Cooperative learning theory and practice]. Ankara: Eflatun Publisher.
  • Ekinci, N. (2005). İşbirliğine dayalı öğrenme [Cooperative learning], In Ö. Demirel (Ed.). Eğitimde Yeni Yönelimler [New Trends in Education]. (1st ed., pp. 91-107). Ankara: Pegem A Publishing.
  • Francis, K., & Jacobsen, M. (2013). Synchronous online collaborative professional development for elementary mathematics teachers. The International Review of Research in Open and Distance Learning, 14(3), 319-343.
  • Gabbert, B., Johnson, D. W., & Johnson, R. T. (1986). Cooperative learning, group-to-individual transfer, process gain, and the acquisition of cognitive reasoning strategies. The Journal of Psychology: Interdisciplinary and Applied, 120(3), 265-278.
  • Gök, Ö., Doğan, A., Doymuş, K., & Karaçöp, A. (2009). İşbirlikli öğrenme yönteminin ilköğretim öğrencilerinin akademik başarılarına ve fene olan tutumlarına etkileri [The effects of cooperative learning on elementary school students’ academic achievement and attitudes toward science]. Gazi Eğitim Fakültesi Dergisi, 29(1), 193-209.
  • Graham, C. R., & Misanchuk, M. (2004). Computer-mediated learning groups: Benefits and challenges to using groupwork in online learning environments. In T. S. Roberts (Ed.). Online Collaborative Learning: Theory and Practice. (pp. 181-202). USA: Idea Group Publishing.
  • Gülbahar, Y., & Köse, F. (2006). Öğretmen adaylarının değerlendirme için elektronik portfolyo kullanımına ilişkin görüşleri [Perceptions of preservice teachers about the use of electronic portfolios for evaluation]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(2), 75-93.
  • Gümüş, O., & Buluç, B. (2007). İşbirliğine dayalı öğrenme yaklaşımının Türkçe dersinde akademik başarıya etkisi ve öğrencilerin derse ilgisi [The Effects Of Cooperative Learning Approach On Students’ Achievements And Interests Towards The Turkish Course]. Kuram ve Uygulamada Eğitim Yönetimi, 49, 7-30.
  • Gümüş, S. (2007). Çevrimiçi işbirliği ekiplerinde öğrenenlerin sorun çözerek öğrenmeyle ilgili tutum ve görüşleri [Attitudes and views of online cooperative learning teams toward learning by problem solving]. (Unpublished master thesis). Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Gürol, M., & Demirli, C. (2006, April). E-portfolio sürecinde öğrenci motivasyonu [Students’ motivation in e-portfolio process]. VI. Uluslararası Eğitim Teknolojileri Konferansı, Doğu Akdeniz Üniversitesi, Gazimağusa, KKTC.
  • Hoppe, H. U. (2007). Educational information technologies and collaborative learning. In H. U. Hoppe, H. Ogata and A. Soller (Eds.). The Role of Technology in CSCL (pp. 1-11). New York: Springer Science+Business Media.
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The Effects of Online Collaborative Learning and Using E-Portfolio on Success, Attitudes and Stability

Year 2019, Issue: 36, 63 - 77, 08.01.2020

Abstract

The purpose of this study was to determine the
effects of e-portfolio implementation in the Online Collaborative Learning
(OCL) setting on students’ academic success, attitude, achievement and stabilty
levels in the Operating Systems and Applications (OSA) course. The randomized
pretest-posttest control group model and semi-structured interview techniques,
which are true experimental models, were used. In order to apply the
e-portfolio implementation in the OCL setting, the Online Collaborative
Learning and E-portfolio Portal (OCLEP) and the virtual classroom
implementation were used. According to the implementation results, it was
observed that all students were successful and the method had a positive effect
especially on stabilty. The difference between student attitudes on the course
and on the OCL settings was not significant. It was observed that the number of
students who thought that the method had benefits were high. It was evident
that the most frequent problem was related to the application of OCLEP and
virtual classroom implementations. Students emphasized that, when compared with
other methods, this method has more benefits, it should be applied in theoretic
courses and that courses delivered through this method are more comprehensible.
Thus, this method can be used in teaching many courses.

References

  • Açıkgöz, K. Ü. (1990, September). İşbirliğine dayalı öğrenme ve geleneksel öğretimin üniversite öğrencilerinin akademik başarısı, hatırda tutma düzeyleri ve duyuşsal özellikleri üzerindeki etkileri [Collaborative learning and the effects of traditional teaching on the academic success, reminiscence and affective characteristics of university students]. I. Ulusal Eğitim Bilimleri Kongresi [National Congress of Educational Sciences], (pp. 187-201). AnkaraÜniversitesi Eğitim Bilimleri Fakültesi, Ankara.
  • Açıkgöz, K. Ü. (2009). Etkili öğrenme ve öğretme [Effective learning and teaching]. (8th ed.). İzmir: Biliş Publications.
  • Açıkgöz, K. Ü. (2011). Aktif öğrenme [Active learning]. (12th ed.). İzmir: Biliş Publications.
  • Barış, M. F., & Tosun, N. (2013). Sosyal ağ ve E-portfolyo entegrasyonu: Facebook örneği [Integration of social network and E-portfolio: Case study of Facebook]. Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 2(2), 122-129.
  • Bélanger, M. (2012). Online collaborative learning. Retrieved from http://training.itcilo.it/actrav/library/english/publications/online_cl.doc
  • Bennett, S. (2004). Supporting collaborative project teams using computer-based technologies. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 1-27). USA, Idea Group Publishing.
  • Bilgin, İ., & Karaduman, A. (2005). İşbirlikli öğrenmenin 8. sınıf öğrencilerinin Fen dersine karşı tutumlarına etkisinin incelenmesi [Investigating the effects of cooperative learning on 8 grade students’ attitudes toward Science]. İlköğretim Online [Elementary Education Online], 4(2), 32-45.
  • Bilgin, T., & Akbayır, K. (2002, September). İşbirlikli öğrenmenin dizi ve serilerin öğretimindeki etkililiği [The effectiveness of collaborative learning in teaching sequences and series]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Sempozyumu [National Science and Mathematics Education Symposium], Vol. 2, pp. 933-938, Ankara.
  • Blake, C., & Scanlon, E. (2013). Design for collaboration. Journal of Interactive Media in Education, 2, 1-15.
  • Bozkurt, O., Orhan, A. T., Keskin, A., & Mazi, A. (2008). Fen ve Teknoloji dersinde işbirlikli öğrenme yönteminin akademik başarıya etkisi [The effect of cooperative learning method to the academic achievement in Science and Technology lesson]. Türkiye Sosyal Araştırmalar Dergisi [The Journal of Turkish Social Research], 12(2), 63-78.
  • Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1-18.
  • Büyüköztürk, Ş. (2011). Deneysel desenler: Öntest-sontest kontrol grubu desen ve veri analizi [Experimental design: pretest-posttest control group design and data analysis]. (3th ed.). Ankara: Pegem Akademi Publishing.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri [Scientific research methods]. (18th ed.). Ankara: Pegem Akademi Publishing.
  • Chang, C. C. (2008). Enhancing self-perceived effects using web-based portfolio assessment. Computers in Human Behavior, 24(4), 1753-1771.
  • Chang, C. C., & Tseng, K. H. (2008). Use and performances of web-based portfolio assessment. British Journal of Educational Technology, 40(2), 358-370.
  • Chou, C.-M. (2012). Influence of teachers' perceived e-portfolio acceptance on teacher evaluation effectiveness in Taiwan. Australasian Journal of Educational Technology, 28(4), 719-739.
  • Çayırcı, Ç. (2007). İlköğretim 7. sınıfta web tabanlı portfolyo uygulaması: Fen bilgisi ve sosyal bilgiler örnekleri [Web-Based Portfolio Application in Primary School 7th Grade: Samples of Sciences and Social Sciences]. (Unpublished master thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Daradoumis, T., Martínez-Monés, A., & Xhafa, F. (2006). A layered framework for evaluating on-line collaborative learning interactions. International Journal of Human-Computer Studies, 64(7), 622-635.
  • Demirel, Ö. (2002). Kuramdan uygulamaya eğitimde program geliştirme [Cirriculum development from theory to practice]. (4th. ed.). Ankara: Pegem A Publishing.
  • Demirel, Ö. (2003). Öğretimde planlama ve değerlendirme öğretme sanatı [Planning and evaluation in teaching art of teaching]. (6th. ed.). Ankara: Pegem A Publishing.
  • Demirel, Ö., Başbay, A., & Erdem, E. (2006). Eğitimde çoklu zeka kuram ve uygulama [Multiple intelligence theory and practice in education]. Ankara: Pegem A Publishing.
  • Demirli, C. (2007). Elektronik portfolyo öğretim sürecinin öğrenen tutumlarına ve öğrenme algılarına etkisi [The effect of electronic portfolio process on learners’ attitudes and learning perceptions]. (Unpublished doctoral dissertation). Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ.
  • Demirli, C., & Gürol, M. (2010, March-April). Teacher candidates’ attitudes and perceptions towards electronic portfolio process. 21st Annual Conference of The Society for Information Technology and Teacher Education (SITE), San Diego, CA, USA.
  • Doymuş, K., & Şimşek, Ü. (2007). Kimyasal bağların öğretilmesinde jigsaw tekniğin etkisi ve bu teknik hakkında öğrenci görüşleri [The effect of jigsaw technique on chemical bonding learning and students’ opinions about this technique]. Milli Eğitim Dergisi [National Education], 173(1), 231-244.
  • Efe, R., Hevedanlı, M., Ketani, Ş., Çakmak, Ö., & Aslan Efe, H. (2008). İşbirlikli öğrenme teori ve uygulama [Cooperative learning theory and practice]. Ankara: Eflatun Publisher.
  • Ekinci, N. (2005). İşbirliğine dayalı öğrenme [Cooperative learning], In Ö. Demirel (Ed.). Eğitimde Yeni Yönelimler [New Trends in Education]. (1st ed., pp. 91-107). Ankara: Pegem A Publishing.
  • Francis, K., & Jacobsen, M. (2013). Synchronous online collaborative professional development for elementary mathematics teachers. The International Review of Research in Open and Distance Learning, 14(3), 319-343.
  • Gabbert, B., Johnson, D. W., & Johnson, R. T. (1986). Cooperative learning, group-to-individual transfer, process gain, and the acquisition of cognitive reasoning strategies. The Journal of Psychology: Interdisciplinary and Applied, 120(3), 265-278.
  • Gök, Ö., Doğan, A., Doymuş, K., & Karaçöp, A. (2009). İşbirlikli öğrenme yönteminin ilköğretim öğrencilerinin akademik başarılarına ve fene olan tutumlarına etkileri [The effects of cooperative learning on elementary school students’ academic achievement and attitudes toward science]. Gazi Eğitim Fakültesi Dergisi, 29(1), 193-209.
  • Graham, C. R., & Misanchuk, M. (2004). Computer-mediated learning groups: Benefits and challenges to using groupwork in online learning environments. In T. S. Roberts (Ed.). Online Collaborative Learning: Theory and Practice. (pp. 181-202). USA: Idea Group Publishing.
  • Gülbahar, Y., & Köse, F. (2006). Öğretmen adaylarının değerlendirme için elektronik portfolyo kullanımına ilişkin görüşleri [Perceptions of preservice teachers about the use of electronic portfolios for evaluation]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(2), 75-93.
  • Gümüş, O., & Buluç, B. (2007). İşbirliğine dayalı öğrenme yaklaşımının Türkçe dersinde akademik başarıya etkisi ve öğrencilerin derse ilgisi [The Effects Of Cooperative Learning Approach On Students’ Achievements And Interests Towards The Turkish Course]. Kuram ve Uygulamada Eğitim Yönetimi, 49, 7-30.
  • Gümüş, S. (2007). Çevrimiçi işbirliği ekiplerinde öğrenenlerin sorun çözerek öğrenmeyle ilgili tutum ve görüşleri [Attitudes and views of online cooperative learning teams toward learning by problem solving]. (Unpublished master thesis). Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
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There are 65 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Pinar Erten 0000-0003-3114-6064

İbrahim Yaşar Kazu 0000-0002-1039-0482

Oğuzhan Özdemir 0000-0002-5310-6605

Publication Date January 8, 2020
Submission Date November 18, 2019
Published in Issue Year 2019 Issue: 36

Cite

APA Erten, P., Kazu, İ. Y., & Özdemir, O. (2020). The Effects of Online Collaborative Learning and Using E-Portfolio on Success, Attitudes and Stability. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(36), 63-77.