Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction
As technology changes, it is becoming more common in education for students to acquire knowledge from sources other than just their teachers. In the face of a diverse student background, teachers have to make adjustments in their instruction so that students do not simply listen. Student-based educa...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-06-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817968/full |
| _version_ | 1828335453848207360 |
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| author | Yi-Ping Wang Tung-Ju Wu |
| author_facet | Yi-Ping Wang Tung-Ju Wu |
| author_sort | Yi-Ping Wang |
| collection | DOAJ |
| description | As technology changes, it is becoming more common in education for students to acquire knowledge from sources other than just their teachers. In the face of a diverse student background, teachers have to make adjustments in their instruction so that students do not simply listen. Student-based educational philosophy aims to combine instructional methods with cooperative learning to allow students to change from passive learning to active knowledge construction, reinduce students’ learning motivation and passion, and enhance students’ self-learning effectiveness. Focusing on college students in Fujian Province as the research sample, 360 copies of a questionnaire were distributed for this study. After deducting invalid and incomplete ones, 298 copies remained, with a retrieval rate 83%. The research results showed significantly positive correlations between online cooperative learning and problem-solving ability, problem-solving ability and learning satisfaction, and online cooperative learning and learning satisfaction. According to the results, it is expected, in the digital era, to integrate information technology into the teaching environment and focus on learning objectives to create teaching software with a user-friendly interface, simple operation, learning process recording, and an interactive learning community in the teaching-learning process to develop the characteristics and effectiveness of digital teaching and learning. |
| first_indexed | 2024-04-13T21:47:25Z |
| format | Article |
| id | doaj.art-afcd4f19c31e4d78bc5c3f2dcb76af09 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T21:47:25Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-afcd4f19c31e4d78bc5c3f2dcb76af092022-12-22T02:28:32ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-06-011310.3389/fpsyg.2022.817968817968Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning SatisfactionYi-Ping Wang0Tung-Ju Wu1College of International Relations, Huaqiao University, Xiamen, ChinaSchool of Management, Harbin Institute of Technology (HIT), Harbin, ChinaAs technology changes, it is becoming more common in education for students to acquire knowledge from sources other than just their teachers. In the face of a diverse student background, teachers have to make adjustments in their instruction so that students do not simply listen. Student-based educational philosophy aims to combine instructional methods with cooperative learning to allow students to change from passive learning to active knowledge construction, reinduce students’ learning motivation and passion, and enhance students’ self-learning effectiveness. Focusing on college students in Fujian Province as the research sample, 360 copies of a questionnaire were distributed for this study. After deducting invalid and incomplete ones, 298 copies remained, with a retrieval rate 83%. The research results showed significantly positive correlations between online cooperative learning and problem-solving ability, problem-solving ability and learning satisfaction, and online cooperative learning and learning satisfaction. According to the results, it is expected, in the digital era, to integrate information technology into the teaching environment and focus on learning objectives to create teaching software with a user-friendly interface, simple operation, learning process recording, and an interactive learning community in the teaching-learning process to develop the characteristics and effectiveness of digital teaching and learning.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817968/fullinformation technologyonline cooperative learningproblem-solving abilitylearning satisfactionsocial skills |
| spellingShingle | Yi-Ping Wang Tung-Ju Wu Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction Frontiers in Psychology information technology online cooperative learning problem-solving ability learning satisfaction social skills |
| title | Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction |
| title_full | Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction |
| title_fullStr | Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction |
| title_full_unstemmed | Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction |
| title_short | Effects of Online Cooperative Learning on Students’ Problem-Solving Ability and Learning Satisfaction |
| title_sort | effects of online cooperative learning on students problem solving ability and learning satisfaction |
| topic | information technology online cooperative learning problem-solving ability learning satisfaction social skills |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.817968/full |
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