Collaborative Group Activities in The Context of Learning Styles on Web 2.0 Environments: An Experimental Study

Ayşegül Pürbudak,Ertuğrul Usta

doi:10.17275/per.21.46.8.2

Ayşegül Pürbudak, Ertuğrul Usta

Open Access

https://doi.org/10.17275/per.21.46.8.2

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Abstract

The aim of this research is to determine the learning styles of Web 2.0 based collaborative group activities; to examine the effects on academic achievement, online cooperative learning attitude level, computer thinking skill level. The research was carried out with a quantitative method and a pretest-posttest control group quasi-experimental design was used. Data were collected through Computational Thinking Skill Level scale, Online Cooperative Learning Attitude Scale and academic achievement test. The research was conducted for 10 weeks in the 2019-2020 academic year, within the scope of Information Technologies and Software course, with 83 6th grade students. The experimental group consists of 43 students and the control group consists of 40 students. In the research, one of the learning style theories, Kolb Learning Style model was used. In the experimental group, Web 2.0 based activities developed by the researcher were applied and the experimental group students produced content with Web 2.0 tools. In the control group, the lesson was taught in the way the current program suggested in schools. As a result, a meaningful difference was determined between students' academic achievement scores, online cooperative attitude levels, computer thinking levels and learning styles. According to these variables, the students with the discriminating learning style show the highest success. In addition, as a result of the research, it was determined that there are some features and developments other than the learning style feature in students. Learning environments other than the learning path of the learning style can be provided. Similar studies can be conducted by using the learning style inventory based on different theories.

Highlights

Individuals differ in their choice of access to information, their processing of information, the sources of information they want to use, and their learning styles
It was determined that students with converging learning style have higher level academic achievement, online cooperative attitude level, computational thinking than students with accommodating and diverging learning styles
For students with assimilating learning style it was determined that academic achievement, online cooperative attitude level, computational thinking level is higher than students with the learning styles that are accommodating and diverging

Summary

Introduction

Individuals differ in their choice of access to information, their processing of information, the sources of information they want to use, and their learning styles. Collaborative Group Activities in The Context of Learning Styles on Web 2.0 Environments. Distance learning, which is one of these learning environments is defined as information technology applications that brings teachers and students in different environments together with various educational activities (Schlosser & Simonson, 2006). The purpose of these activities in distance education is to provide a learning environment that constitutes the emergence of direct information and the reflection of this information on the performance. Learning in distance education is carried out individually or collaboratively (Netteland, 2003)

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