Abstract
This study investigated the dynamic processes involved in problem solving in a web-based cooperative learning environment implemented for a university accounting course. 54 students were recruited in a 4-year hospitality management program. The messages of participants in group discussions were counted and categorized to investigate the dynamic processes of problem-solving employed by students. These dialogues and follow-up interviews revealed a number of interesting findings: (1) students felt that the web-based cooperative learning environment was similar to a social network; (2) peer-interaction in web-based cooperative learning is highly beneficial; (3) the course of study may influence the nature of problem-solving messages; (4) the teaching method could alter the cognitive level of problem-solving; (5) a co-working style was the most common approach employed in the web-based cooperative learning environment; (6) cooperative learning is becoming increasingly popular in education; (7) technological developments can be expected to boost the adoption of web-based cooperative learning.
Highlights
Institutes of higher education are advocating the use of technology to support students who have grown up in a technological age (Lowry & Flohr, 2004; Papadakis, Kalogiannakis, & Zaranis, 2016)
3.1 Categories of Participant Messages Saved From the Group Discussions
This study counted the messages saved in the Virtual Web College Platform (VWCP) group discussion rooms (Table 4)
Summary
Institutes of higher education are advocating the use of technology to support students who have grown up in a technological age (Lowry & Flohr, 2004; Papadakis, Kalogiannakis, & Zaranis, 2016). A structured educational strategy integrating classroom studies with learning, through productive work experiences in a field related to a student’s academic or career goals” (Ku, Tseng, & Akarasriworn, 2013). This strategy involves developing a partnership between the student, the educational institution, and the workplace. To ensure face validity and content validity of the teaching materials, four accounting professors served as an expert group panel to review the teaching content According to their opinions, a two-way specification table for the accounting achievement test was compiled as a reference for further revision (Kuo, 2000) (Table 2)
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