ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

Rizal Technological University- Boni Campus

College of Engineering, Architecture and Technology
Bachelor of Science in Industrial Engineering

E-LEARNING

IN THE COURSE OF COMPUTER LITERACY

Trisha F. Cauinian
CEAT- 06- 301E
Researcher

Prof. Corazon Aspuria

Instructor

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 ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

Table of Contents

I. Introduction …………………………………………………………….. 4

II. Statement of the Problem ………………………………………………. 4

III. State Null hypothesis and Alternative Hypothesis ……………………... 4

IV. ANOVA Table …………………………………………………………. 5

V. Decision ……………………………………………………………….... 6

VI. Conclusion & Recommendation………………………………… …. …. 6

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 ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

List of Tables

Table 1. Table shows the statistics for the pretest and posttest scores

Table 2. Table shows the statistics for gain scores for Individual and Collaborative Groups

Table 3. Table shows the statistics for gain scores for Individual and Collaborative with MBTI

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 ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

I. Introduction
Collaboration is one of the four C's listed in the Partnership for 21st Century Skills Framework
(Partnership for 21st Century Skills, n.d.), along with critical thinking, communication, and creativity.
Many people are using the term "collaboration" in their interactions. People from all around the world
collaborate on a variety of projects and activities on a regular basis. Collaboration is taking place in the
political, corporate, and educational arenas. Collaboration is being used not only in education, but also
to tackle some of our society's most difficult difficulties and concerns.
An example of an online cooperation and open innovation marketplace is Innovation Exchange (IX).
Individuals from all across the world participate in IX challenges sponsored by Global 5000 firms and
non-profits (Innovation Exchange, n.d.).
Educators are transitioning from a teacher-centered to a more student-centered environment in both
face-to-face and online courses today. Collaboration is an example of a more student-centered activity
that is popular and widely used. Collaboration promotes networking and teamwork, and it can make
learning more interesting and challenging. Classrooms and learning environments in the twenty-first
century are becoming more flexible, adjustable, and collaborative. Students today are referred to as
"digital natives." Because they are used to cooperating and sharing outside of the classroom, it appears
natural to employ collaboration in the classroom to improve learning and student engagement.

II. Statement of the Problem

 Does the use of online collaborative learning improve student learning outcomes in a beginning
computer literacy course?
 Is there is a link between a student’s preferred personality types (being extrovert and/or being
introvert), independent of the type of learning instruction (individual or collaborative)?
 Is there is a link between a student’s preferred personality types (being extrovert and/or being
introvert), dependent of the type of learning instruction (individual or collaborative)?

III. State Null hypothesis and Alternative Hypothesis

H10. There is no statistically significant difference in gain scores between students learning
collaboratively in an online environment and students learning independently in an online setting, in
introductory computer literacy courses.

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 ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

H1 A There is a statistically significant positive difference in gain scores between students learning
collaboratively in an online environment and students learning individually in an online setting, in
beginning computer literacy classes.

H20. Independent of the style of learning instruction, there is no statistically significant difference
between students who are extroverts and those who are introverts (individual or collaborative).
H2 A . Dependent of the style of learning instruction, there is no statistically significant difference
between students who are extroverts and those who are introverts (individual or collaborative).

H30 . Based on the type of learning instruction, there is no statistically significant difference in a
student's preferred personality types (individual or collaborative).
H3 A . Based on the type of learning instruction, there is statistically significant difference in a
student's preferred personality types (individual or collaborative).

IV. ANOVA Table

TABLE 1

Statistics. (Table 1 shows the statistics for the pretest and posttest scores)

Std.
Instruction N Pretest Mean Std. Deviation Std. Deviation
Deviation
Individual 43 474 122 565 130
Collaborative 39 478 112 614 138

Notes. Total N = 82. Levene’s Test of Equality of Error Variances on Pretest: F(.009, .926).
Levene’s Test of Equality of Error Variances on Posttest: F(.029, .865).

TABLE 2

Statistics. (Table 2 shows the statistics for gain scores for Individual and Collaborative Groups)

Mean Gain Standard Std.

Instruction N t value
Score Deviation Deviation
Individual 91 89 43 -2.230 .029
Collaborative 136 93 39 -2.230 .029
ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

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TABLE 3

Statistics. (Table 3 shows the statistics for gain scores for Individual and Collaborative with MBTI)

Myer’s
Mean Standard Std.
Instruction Briggs N t value
Gain Score Deviation Deviation
Type
Combined Extrovert 122 97 48 1.077 .285
Combined Introvert 100 87 34 1.077 .285

Notes. Total N = 82. Levene’s Test of Equality of Error Variances: F(.006, .938).

V. Decision
In total, two of the three (3) null hypotheses were shown to be false. First, H10 was rejected,
showing that there is a statistically significant positive difference in gain scores between students
studying cooperatively and individually in an online context. H1 also had practical significance
indicators of 0.4926 for Cohen's d and 0.2391 for the effect-size correlation. “We believe that more
research is needed to understand how all four MBTI factors predict technology use,” Ludford and
Terveen (2003) wrote (p. 7).

VI. Conclusion & Recommendation

The objective of this quantitative investigation was twofold. First, it wanted to explore if properly
implementing an ideal online collaborative environment (see Appendix A) in a basic computer literacy
course would improve learning outcomes. Second, it looked to examine if a student's personality
preferences (Extravert-Introvert, Sensing-Intuition, Feeling-Thinking, and Judging-Perceiving) had
anything to do with his or her capacity to learn in an online collaborative environment.
Conclusion: This study investigated 3 null hypotheses. Two of the 3 null hypotheses were rejected.
Recommendation: The following recommendations are based on a single sample for a single course at a
single remote university, which the researcher acknowledges. As a result, the researcher recognizes the
limitations of the following suggestions.
 Validity both internal and external
 Theoretical and;
 Practical


ONLINE COLLABORATIVE LEARNING IN THE COURSE OF COMPUTER LITERACY

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http://www.uccs.edu/~lbecker/

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