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Sunday, November 14, 2010

20101114 - Koo, Online Collaborative Learning...Koo, A.C. (2009). Online Collaborative Learning for Malaysian Schools: A CaseStudy on Geometry. Multimedia University, Malaysia.

Total pages of ontent! 2"#.

$er %&' resear& seemed to fous on!

) tudents* and Tea&ers* pereption of +C

2) %ereived effetiveness of +C for tea&ing and learning -eometry

) tudents* fators and Tea&ers* fators affeting t&e pereived readiness for +C.

My Interest:

1) actor analysis

!) Confirmatory factor analysis

") Structural e#uation modelling$

Action:

%o attem&t to do'nload entire (issertation$

%o read the entire (issertation$

Koo, A. C. (200"). actors affecting teachers &erceived readiness for onlinecollaborative learning: A case study in Malaysia$Educational Technology & Society, 11 (), 2//21".

actors affecting teachers &erceived readiness for online collaborative learning: A case study in

Malaysia

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Comments: She describes mainly on frequency, i.e. percentage and number against total. Occasionally,

she describes the mean.

Factor Analysis and Structural Equation Modeling

Firstly, the internal consistency of the survey items was sought by running a reliability test using SPSSversion !. "he overall reliability of Cronbach#s alpha was estimated at !.$%&%, with $' cases and ()

survey items. "his value has e*ceeded the minimum threshold for the internal reliability test, i.e. !.+

-unnally, +$/.

"he data was then analy0ed using / factor analysis, )/ confirmatory factor analysis or measurement

model before proceed to the ne*t step, (/ Structural 1quation 2odeling S12/.

Factor Analysis

Comments: 1*tracted factors were:Factor Perceived positive effects of OC3

Factor ) Perceived readiness

Factor ( Collaborative intention or tendency

Factor % -ew learning paradigm

Factor & 4nsufficient access to technology

Factor ' "ime constraint

Confirmatory Factor Analysis

4n total, )) out of () items were used to describe si* factors. Figure shows the measurement model and

its related measurements such as standardi0ed regression weight numeric labels at the single arrow

lines/, squared multiple correlation number labels at the top left or right corner of the bo*es or observed

variables/ and correlations numeric labels at the double arrow lines/.

Structural Model Analysis

"he basic structural model was tested and modified until it was both theoretically meaningful and

statistically well fitting. "hree correlation paths Figure ), paths with double arrows/ for the three factors

-ew3earningParadigm, Collaborative4 and Perceived51ffect/ were established in order to get a better fitresult.

Figure ) shows the final structural model with the respective estimated parameters which has the best fit

result. "he estimation of the structural model yields a chi6square of (&'.(, df. 7 )!) and P 8 .!!. "able (

shows the goodnessof6fit statistics for the structural model.

Structural Equation Modeling

"he analysis of the Structural 1quation 2odeling S12, "able % and its path diagram in Figure )/ shows

the following results:

9 "he indicator of time constraint had a significant negative effect P 8 .!!/ to predict teachers#perceived readiness for OC3 in their schools.

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9 "he factor of insufficient access to technology had a marginally significant effect P 8 ./ in predicting

teachers# perceived readiness for OC3 in their schools.

9 "he factor of new learning paradigm which is due to the advent of the 4nternet and its impacts in

education had a high value of standardi0ed regression weight the highest, i.e. !.%/ to predict positively the

teachers# perceived readiness for OC3. ;ence, this factor could also be able to predict teachers# perceivedreadiness for OC3.

Conclusion

"he findings of this study show that many of the teachers were neither agreed nor disagreed on their

perceived readiness for OC3 even though they were quite positively perceived the effects of OC3. "he

teachers did not e*press their readiness strongly because of time constraint and insufficient access to

computer and the 4nternet at schools. "hese two factors are the perceived impediments to the

implementation of OC3 in schools.

Other factors such as collaborative intention and perceived positive effects of OC3 did not affect teachers#

perceived readiness for OC3 but these factors have positive relationship with the factor of new learning

paradigm which emerged due to the advent of the 4nternet and the increase responsibility of learners in

education. "his newly emerged factor has some positive influence on the teachers# perceived readiness

for OC3. "his implies that teachers with more positive attitude or belief towards new learning paradigm are

more ready to adopt OC3. 2any of the teachers also believe that the supports from school principal and

training provider are the important conditions for them to practice OC3 in schools.Poste/ by Mi!+ael F69F at :0G AM

Labels: !ollaborati$e learning8 elearning8 =oo

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