Users’ attitudes toward Web-based collaborative learning systems for knowledge management

Abstract

The Web-based technology is a potential tool for supported collaborative learning that may enrich learning performance, such as individual knowledge construction or group knowledge sharing. Thus, understanding Web-based collaborative learning for knowledge management is a critical issue. The present study is to investigate learners’ attitudes toward Web-based collaborative learning systems. Based on this research, the results of factor analysis show that five attitude factors (system functions, system satisfaction, collaborative activities, learners’ characteristics, and system acceptance) should be examined at the same time when building a Web-based collaborative learning system. The results also provide an acceptance model for understanding users’ behavioral intention of facilitating Web-based collaborative systems.

Introduction

Development of Web-based learning systems has revolutionized in learning activities and instruction design. The Web-based systems, such as e-learning or online learning, for supported collaborative learning can be viewed as a kind of computer-supported collaborative learning (CSCL). Essentially, collaborative learning is a social interaction that involving a community of learners and teachers, where members acquire and share experience or knowledge. Based on social constructivism, working together while accomplishing a task is seen as a characteristic of a powerful learning environment, aiming at active construction of knowledge (Van Merrienboer & Paas, 2003). From the social-cultural concept of activity theory, technology can play a role as mediator for enriching group activities (Nardi, 1996). Indeed, in Web-based systems, cross-platform environments, hyperlink networks, and synchronous or/and asynchronous communication are all appropriate functions that provide students with more equal opportunities for retrieving information and active interaction with other students and teachers (Liaw, 2004a).

The success of collaborative learning activities requires the constant generation, transfer, and understanding of knowledge, making collaboration an essential and highly valued process. Collaboration may enrich students’ individual learning experiences by motivating them to seek new insights and perspectives. The extent to which these benefits are realized depend largely on the effectiveness of group interaction, including synchronous or asynchronous. When learners do not collaborate effectively, the social and cognitive advantages of group learning are lost (Soller, 2001). In other words, understanding learners’ attitudes toward Web-based collaboration learning is a crucial issue in enhancing learning effects.

Structuring, guiding, and mediating collaborative learning activities can increase both individual and group performance (Webb & Palincsar, 1996), such as individual knowledge construction and group knowledge sharing. Providing these supports; however, require an understanding of individual perceptions toward Web-based collaborative learning. Based on learners’ attitudes, the present study investigates how a Web-based collaborative system, as a knowledge management tool, assists learners in collaborative learning, exchanging ideas, and sharing knowledge. First of all, this study will describe the considerations of creating a Web-based collaborative learning system that includes how to develop Web-based collaborative learning and how to develop knowledge management systems. Then, the research will discuss how to design a Web-based collaborative learning system. After that, learners’ attitudes toward the Web-based collaborative system will be investigated. Finally, the study will discuss conclusions and future research.