Abstract
References
- Adam, L. (2003). Information and communication technologies in higher education in Africa: Initiatives and challenges. Journal of Higher Education in Africa, 1(1). 195–211. Retrieved from https://www.jstor.org/stable/24486119
- Adams, M., Rogriquez, S., Zimmer, K. (2019). Studying cultural relevance in online courses: a thematic inquiry. Online Learning, 22(4). http://dx.doi.org/10.24059/olj.v22i4.1262.
- Abdul Khalek, J. (2014). High speed Internet and the values of the Arab Spring (The World Bank). Retrieved from https://blogs.worldbank.org/arabvoices/high-speed-internet-and-values-arab-spring
- Al-Adwan, A., & Smedley, J. (2012). Implementing e-learning in the Jordanian higher education system: Factors affecting impact. International Journal of Education and Development using Information and Communication Technology, 8(1), 121–135. Retrieved from https://www.learntechlib.org/p/188017/
- Alaleeli, S., & Alnajjar, A. (2020). The Arab digital generation’s engagement with technology: The case of high school students in the UAE. Journal of Technology and Science Education, 10(1), 159-178. https://doi.org/10.3926/jotse.756
- Al-Fadhli, S. (2008). Students’ perceptions of E-learning in Arab society: Kuwait university as a case study. E-Learning and Digital Media, 5(4), 418-428. doi:10.2304/elea.2008.5.4.418
STUDENTS’ EXPERIENCES AND PERCEPTIONS OF ONLINE COLLABORATIVE LEARNING IN HIGHER EDUCATION OF KOREA AND THE UAE
Abstract
The purpose of this study was to compare the experiences and perceptions of UAE and Korean students in campus-based universities of online collaborative learning (OCL). 262 college students participated in online surveys. Their experiences in terms of frequency, assessment, barriers, support, and attitude for OCL in each country were examined. With Importance-Performance Analysis, the perceived importance of OCL activities was compared with actual frequency. Both countries’ students experienced group projects and group presentations the most frequently, while online collaborative writing and online group exams were rarely used. As barriers to OCL, UAE students pointed out language, gender, and privacy as the major barriers while Korean students mentioned students’ attitude and language. UAE students had more frequent experiences of and more positive attitudes toward OCL than did Korean students, although the two countries have similar cultural propensities.
References
- Adam, L. (2003). Information and communication technologies in higher education in Africa: Initiatives and challenges. Journal of Higher Education in Africa, 1(1). 195–211. Retrieved from https://www.jstor.org/stable/24486119
- Adams, M., Rogriquez, S., Zimmer, K. (2019). Studying cultural relevance in online courses: a thematic inquiry. Online Learning, 22(4). http://dx.doi.org/10.24059/olj.v22i4.1262.
- Abdul Khalek, J. (2014). High speed Internet and the values of the Arab Spring (The World Bank). Retrieved from https://blogs.worldbank.org/arabvoices/high-speed-internet-and-values-arab-spring
- Al-Adwan, A., & Smedley, J. (2012). Implementing e-learning in the Jordanian higher education system: Factors affecting impact. International Journal of Education and Development using Information and Communication Technology, 8(1), 121–135. Retrieved from https://www.learntechlib.org/p/188017/
- Alaleeli, S., & Alnajjar, A. (2020). The Arab digital generation’s engagement with technology: The case of high school students in the UAE. Journal of Technology and Science Education, 10(1), 159-178. https://doi.org/10.3926/jotse.756
- Al-Fadhli, S. (2008). Students’ perceptions of E-learning in Arab society: Kuwait university as a case study. E-Learning and Digital Media, 5(4), 418-428. doi:10.2304/elea.2008.5.4.418
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | December 31, 2020 |
| Submission Date | January 29, 2020 |
| Published in Issue | Year 2021 Volume: 22 Issue: 1 |