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• W3141533110 abstract "The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners' intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational technologies. Accordingly, understanding the factors that affect the different types of learners' intention to use collaborative technologies is an important issue. To this end, we add two external variables, facilitating conditions and social influence, to the technology acceptance model and then testing a number of hypotheses. Our results show that most of the hypotheses are supported, and further reveal that (1) attitude towards using is the most important determinant of students' intention to use a collaborative technology, followed by social influence and facilitating conditions; (2) sequential learners are more concerned about perceived usefulness; (3) global learners are more concerned about perceived ease of use. Several investigations have already been carried out to apply collaborative technologies to learning. An early work in this area, Chiu, Huang, and Chang (2000), developed a network-supported collaborative concept mapping tool to assist students in jointly constructing their concept maps. Their results show that learning performance was significantly correlated to the level of group interaction and the amount of complex cooperative interaction. Similarly, McCarthy, Bligh, Jennings, and Tangney (2005) implemented a network-supported collaborative music composition tool that provides a shared virtual space in which two or more students can jointly create and manipulate a piece of music. Their findings show that the tool provided students with positive feelings of interdependence from each other, and that they enjoyed providing help with creating the piece of music, as well as exchanging resources, information, and ideas. Later, Wang (2009) designed a collaborative learning environment to facilitate group collaboration among students. Specifically, the students were asked to work in pairs to design a learning package, with material that could take any form, such as PowerPoint files or web pages. An online storage tool was used to help the students collaboratively manage the materials, and using this they could create folders, upload and download files, and then invite others to view these and make comments on them. In addition, each student was asked to make a progress report informing their partner what changes they had made or what tasks they had completed, why they had taken a specific action, and what further actions still needed to be carried out. The results show that these progress reports were useful for coordinating and monitoring the learning process. However, Wang (2010) noted that while collaboration is essential in today's information age, monitoring a collaborative learning process and assessing individual contributions can be very difficult. The study recommended using an online shared workspace to deal with this issue, because it is capable of automatically recording certain data, which the teacher can then use to track the collaborative learning process and assess the contributions of individual students. In addition, Wang also stated that writing progress reports can help students to reflect on what they have done, and further assist the teacher" @default.
• W3141533110 created "2021-04-13" @default.
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• W3141533110 date "2015-01-01" @default.
• W3141533110 modified "2023-09-24" @default.
• W3141533110 title "Exploring the factors that affect the intention to use collaborative technologies: The differing perspectives of sequential/global learners" @default.
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