Collaboration factors and quality of learning experience on Interactive Mobile assisted social e-learning

ABSTRACT

This study (n=52) examined mobile assisted in-class course using collaborative learning theories over an 18-week semester in a college level course.  A self-evaluation survey containing 50 closed-ended items with two open-ended questions about participants’ collaboration experience through the mobile techs was conducted during the last week of the semester.  Results from the quantitative data based on linear regression analysis revealed that individual accountability significantly predicted quality of teamwork learning experience in an interactive mobile assisted social e-learning (iMASE) module, as did social skills, quality of feedback, and perceived ability.  Finally, based on the qualitative data, perspectives on past experiences, interaction with peers and instructor of the learning community, prompt feedback behavior, authentic group activities were examined and analyzed based on grounded theory.  The findings provide useful information for educators or curriculum designers to consider of significant factor when implementing mobile tech as part of the course curriculum in order to rich the quality of learning.