Gender and computing: a decade of change?
Computers & Education
Collaborative Technology in the Classroom: A Review of the GSS Research and a Research Framework
Information Technology and Management
Constructing Interdependencies withCollaborative Information Technology
Computer Supported Cooperative Work
The importance of participant interaction in online environments
Decision Support Systems
Students' linguistic behaviour in online discussion groups: Does gender matter?
Computers in Human Behavior
Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence
Journal of Management Information Systems
End-user privacy in human-computer interaction
Foundations and Trends in Human-Computer Interaction
Using Wiki technology to support student engagement: Lessons from the trenches
Computers & Education
Using online shared workspaces to support group collaborative learning
Computers & Education
Use of a classroom response system to enhance classroom interactivity
IEEE Transactions on Education
Hi-index | 0.00 |
In recent years, educators and students are increasingly employing online collaboration applications such as Google Docs(TM) and PBWorks(TM) for group projects and assignments. Yet, the effectiveness of these emerging technologies has not been rigorously examined. Anchoring upon and informed by the existing literature, two design characteristics - sociability and visibility, and two human characteristics - gender and age, are focused on, which are salient in online collaboration applications. A field experiment was conducted to examine the direct and moderating effects of design and human characteristics on learning outcomes. The research found that sociability improved process satisfaction and positive social environment while visibility enhanced academic performance and solution satisfaction of learners. Males had higher solution satisfaction while older learners had higher academic performance. Moderating effects were also found. Both theoretical and practical implications are drawn. In particular, a rubric for online collaboration application selection for academic performance is conceived. This study provides empirical support for online collaboration application effectiveness in education which will augur well for future adoption, use and evolution.