The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation


YILMAZ R., YILMAZ F. G. K. , KILIÇ ÇAKMAK E.

INTERACTIVE LEARNING ENVIRONMENTS, vol.25, no.8, pp.949-969, 2017 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 25 Issue: 8
  • Publication Date: 2017
  • Doi Number: 10.1080/10494820.2016.1224905
  • Title of Journal : INTERACTIVE LEARNING ENVIRONMENTS
  • Page Numbers: pp.949-969

Abstract

The purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in collaborative groups constructing knowledge in wiki, blog, podcast and Facebook platforms in CSCL processes were compared. The study is designed as a pretest and post-test control group study and was carried out with 97 university students. Social presence and self-regulation scales were administered as pretest in the study. At the end of process, social presence, self-regulation, transactive memory scales and semi-structured student opinion forms were administered as post-test. When the findings were examined, it was seen that interaction platforms and the TMS level of the group did not have a significant impact on social presence perception individually; yet common impact of these two variables was significant. When the impact of interaction platforms and the TMS on self-regulation skills was examined, it was found that whilst interaction platforms had a significant impact, the TMS alone and interaction platforms-TMS common impact were not significant.