A Comparison of Cloud-Based versus Traditional Collaborative Group Works In Terms Of Academic Success and Learner Satisfaction

Yıl 2018, Cilt: 31 Sayı: 1, 63 - 90, 01.06.2018

Serkan Yıldırım , Mehmet Cem Bölen

https://doi.org/10.19171/uefad.450047

Öz

As cloud computing technology can be used independently of time and space and it is convenient in accessing information on mobile technologies, it has attracted the attention of the world of education and this technology has been used in various educational activities. In this study, as for programming education, the effects of cloud computing and the task of extracurricular groups on traditional collaborative learning in the learning environment on learners are evaluated in terms of academic achievement and satisfaction dimensions. In the context of computer programming classes, a total of 240 students, including 113 men and 127 women participated in the study that lasted 8 weeks. Intergroup factorial design was used as a research design in this study in traditional and cloud-based environments. The data collected by academic achievement tests and the questionnaire of group work views were analysed by quantitative analysis methods. According to the study results; cloud-based groups working environments provide more academic success than the traditional group setting. In terms of satisfaction supporting academic achievement indirectly, Cloud computing based group environment, when compared to traditional group environment, does not have any differences. Cloud-based group work environment with this feature offers more opportunities for academic success with similar satisfaction levels. This environment, also, with the support of technology, create an alternative for an effective learning environment. 

Anahtar Kelimeler

Cloud Computing, Programming Education, Collaborative Learning, Group Study

Bulut Bilişim Temelli ve Geleneksel İşbirlikli Grup Çalışmalarının Akademik Başarı ve Öğrenen Memnuniyeti Açısından Karşılaştırılması

Öz

Bulut bilişim teknolojilerinin zaman ve mekândan bağımsız kullanılabilmesi ve mobil teknolojiler ile birlikte bilgiye erişmekte kolaylık sağlaması, eğitim dünyasının dikkatini çekmiş ve bu teknoloji çeşitli öğretim faaliyetlerinde kullanılmaya başlanmıştır. Bu çalışmada programlama öğretimine yönelik olarak bulut bilişim ve geleneksel işbirlikli öğrenme ortamlarındaki ders dışı grup görevlerinin öğrenenler üzerindeki etkileri akademik başarı ve memnuniyet boyutları açısından değerlendirilmiştir. Bilgisayar programlama dersi kapsamında 8 hafta süren çalışmaya 113 erkek ve 127 kadın olmak üzere toplam 240 öğrenci katılmıştır. Geleneksel ve bulut bilişim temelli ortamlarda yürütülen bu çalışmada araştırma deseni olarak gruplar arası faktöryel desen kullanılmıştır. Akademik başarı testleri ve grup çalışması görüşleri anketi ile toplanan veriler nicel analiz yöntemleri ile incelenmiştir. Çalışma sonuçlarına göre; bulut bilişim temelli grup çalışma ortamları geleneksel grup ortamlarına nazaran daha fazla akademik başarı sağlamaktadır. Akademik başarıyı dolaylı olarak destekleyen memnuniyet bileşeni açısından da geleneksel grup ortamları ile bulut bilişim temelli grup ortamları herhangi bir farklılık bulunmamaktadır. Bu özelliği ile bulut bilişim temelli grup çalışma ortamları benzer memnuniyet düzeyleri ile daha fazla akademik başarı imkanı sunmaktadır. Ayrıca bu ortamlar, teknoloji desteği ile etkin bir öğrenme ortamı alternatifi oluşturmaktadırlar. 

Anahtar Kelimeler

Bulut Bilişim, Programlama Öğretimi, İşbirlik Öğrenme, Grup Çalışma

Kaynakça

• Açıkgöz Ün, K. (2003). Etkili öğrenme ve öğretme. İzmir: Eğitim Dünyası Yayınları.
• Aldağ H., & Tekdal M. (2015). Bilgisayar Kullanımı ve Programlama Öğretiminde Cinsiyet Farklılıkları, 1.Uluslararası Çukurova Kadın Çalışmaları Kongresi, Adana, TÜRKIYE, 9-11 Nisan 2015, pp.236-243.
• Bielaczyc, K. (2001). Designing social infrastructure: The challenge of building computer-supported learning communities, Proceedings of the 1st European conference on computer-supported collaborative learning.
• Behrend, T. S., Wiebe, E. N., London, J. E., & Johnson, E. C. (2011). Cloud computing adoption and usage in community colleges. Behaviour & Information Technology, 30(2), 231-240.
• Bruner, C. (1991). Ten questions and answers to help policy makers improve children’s services. Washington, DC: Education and Human Services Consortium.
• Buyukozturk, S., Kilic Cakmak, E., Akgun, O., Karadeniz, S., & Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Calvo, R. A., O'Rourke, S. T., Jones, J., Yacef, K., & Reimann, P. (2011). Collaborative writing support tools on the cloud. IEEE Transactions on Learning Technologies, 4(1), 88-97.
• Díaz Redondo, R. P., Fernández Vilas, A., Pazos Arias, J. J., & Gil Solla, A. (2014). Collaborative and role‐play strategies in software engineering learning with web 2.0 tools. Computer applications in engineering education, 22(4), 658668.
• Dinh, H. T., Lee, C., Niyato, D., & Wang, P. (2013). A survey of mobile cloud computing: architecture, applications, and approaches. Wireless communications and mobile computing, 13(18), 1587-1611
• Ercan, T. (2010). Effective use of cloud computing in educational institutions. Procedia-Social and Behavioral Sciences, 2(2), 938-942.
• Favela, J., & Peña-Mora, F. (2001). An experience in collaborative software engineering education. IEEE Software, 18(2), 47-53.
• Johnson, D., Johnson, R., & Smith, K. (1991). Cooperative learning: Increasing college faculty instructional productivity, ASHE-ERIC Higher Education Report (4). Washington, DC: The George Washington University.
• Holschuh, D. R., & Caverly, D. C. (2010). Techtalk: Cloud Computing and Developmental Education. Journal of Developmental Education, 33(3), 3839.
• Huang Y.M., Wang C.S., Guo J.Z., Shih H.Y., & Chen Y.S. (2013). Advancing collaborative learning with cloud service. Lecture Notes in Electrical Engineering, 253, 717–722.
• Huang, Y. M., Wang, C. S., & Liu, Y. C. (2015) "A Study of Synchronous vs. Asynchronous Collaborative Design in Students Learning Motivation".International Journal of Information and Education Technology,5(5), 354-357.
• Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches 4th edition, Sage: USA.
• Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in human behavior, 28(1), 187-198.
• Layman, L. (2006) “Changing Students’ Perceptions: An Analysis of the Supplementary Benefits of Collaborative Software Development,” Proc. 19th. IEEE Conf. Software Eng. Education and Training, 159-166.
• Lawton, G. (2008). Developing software online with platform-as-a-service technology. Computer, 41(6), 13-15.
• Levin, S. (2013), “Synchronized software development,” http://www.cs.tau.ac. il/thesis/thesis/Levin.Stas-MSc.pdf adresinden 29.05.2016 tarihinde erişildi.
• Liao, J., Wang, M., Ran, W., & Yang, S. J. (2014). Collaborative cloud: a new model for e-learning. Innovations in Education and Teaching International, 51(3), 338-351
• Lin, A., & Chen, N.-C. (2012). Cloud computing as an innovation: Percepetion, attitude, and adoption. International Journal of Information Management, 32(6), 533-540.
• Lin, Y. T., Wen, M. L., Jou, M., & Wu, D. W. (2014). A cloud-based learning environment for developing student reflection abilities. Computers in Human Behavior, 32, 244-252.
• Ma, H., Zheng, Z., Ye, F., & Tong, S. (2010). The applied research of cloud computing in the construction of collaborative learning platform under elearning environment, System Science, Engineering Design and Manufacturing Informatization (ICSEM). Maguire, P.,
• Maguire, R., Hyland, P., & Marshall, P. (2014). Enhancing collaborative learning using paired-programming: Who benefits?. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 6(2), 1411-14125.
• Marston, S., Li, Z., Bandyopadhyay, S., Zhang, J., & Ghalsasi, A. (2011). Cloud computing—The business perspective. Decision Support Systems, 51(1), 176-189.
• Murah, M. Z. (2012). Teaching and learning cloud computing. Procedia-Social and Behavioral Sciences, 59, 157-163. Nordio, M., Estler, H., Furia, C. A., & Meyer, B. (2011). Collaborative software development on the web. arXiv preprint arXiv:1105.0768.
• Porter, L., Bailey-Lee, C., & Simon, B. (2013). Halving fail rates using peer instruction: A study of four computer science courses. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education (177182). Association of Computing Machinery.
• Rajaei, H. & Aldakheel, E. A. (2012). Cloud computing in computer science and engineering education, American Society for Engineering Education.
• Siegle, D. (2010). Cloud Computing: A Free Technology Option to Promote Collaborative Learning. Gifted Child Today, 33(4), 41-45.
• Slavin, R. E. (1980). Cooperative Learning. Revıew Of Educatıonal Research. 50(2), 315-342. Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48, 71-82.
• Stevenson, M., & Hedberg, J. G. (2013). Learning and design with online real-time collaboration. Educational Media International, 50(2), 120-134.
• Sultan, N. (2010). Cloud computing for education: A new dawn?. International Journal of Information Management, 30(2), 109-116.
• Thomas, P. Y. (2011). Cloud computing: A potential paradigm for practising the scholarship of teaching and learning. The Electronic Library, 29(2), 214224.
• Tran, H. T., Dang, H. H., Do, K. N., Tran, T. D., & Nguyen, V. (2013). An interactive Web-based IDE towards teaching and learning in programming courses. 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 439–444.
• Tsai, W. T., Wu, W., & Huhns, M. N. (2014). Cloud-based software crowdsourcing. IEEE Internet Computing, 18(3), 78-83.
• Vaquero, L. M. (2011). EduCloud: PaaS versus IaaS cloud usage for an advanced computer science course. IEEE Transactions on Education, 54(4), 590-598.
• Wang, C. S., Huang, Y. M., & Huang, Y. M. (2012). Interactive e-Learning with Cloud Computing Framework. Lecture Notes in Electrical Engineering, 182, 311-316.
• Wang, J., Wang, C. H., Fang, Y. C., & Lin, C. F. (2010). Benefits of Web 2.0 in the college writing classroom. The International Journal of Learning, 17(2), 439-450.
• Williams, L. A., & Kessler, R. R. (2000). The effects of" pair-pressure" and" pairlearning" on software engineering education, 13th Conference on Software Engineering Education, 59-65.
• Wright, J. C. (1996). Authentic learning environment in analytical chemistry using cooperative methods and open-ended laboratories in large lecture courses. J. Chem. Educ, 73(9), 827.