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

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

Pinar Erten , İbrahim Yaşar Kazu , Oğuzhan Özdemir

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.

Keywords

Collaborative learning, online collaborative learning, e-portfolio, virtual class

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

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.

Keywords

Collaborative learning, online collaborative learning, e-portfolio, virtual class

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