期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：6
页码：193-205
DOI：10.14742/ajet.6073
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This study examined the factors that may promote student-teachers’ satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration experience and personality traits. The findings reveal that ICT level, positive experiences with collaborative learning and openness contributed significantly to satisfaction with the collaborative project and accounted for 63% of the variance. Personal traits were found to be mediated by ICT level, and ICT level was in turn mediated by collaborative experience. The results demonstrate the importance of ICT level as a prerequisite for these courses and the significance of preparing the groups and structuring the activities to achieve positive collaborative experiences. Implications for practice or policy: University stakeholders may build OCL courses in collaboration with other universities. University staff can determine how personality issues and ICT level affect students’ success in OCL courses. Policymakers can better understand the preparation necessary to develop OCL courses. This case can help educators improve their collaborative programs.
关键词：online collaborative learning (OCL);online learning;teacher education;personal traits;information and communication technology (ICT);qualitative
