Examining The Effects Of Computer-supported Collaborative Learning On Information Technology Instruction In High Schools

With the continuous improvement and deepening of the national basic curriculum education reform,educational researchers have gradually paid attention to the instructional models of collaborative learning,which becomes an important teaching method for teachers to carry out their instructional works.Compared with those in conventional classrooms,the roles of both teachers and students in collaborative learning have been changed specifically.Teachers,furthermore,are no longer just teachers of book knowledge,but become the guides and partners of students' learning.Students also need to master the way of active learning and complete their learning goals through collaboration and communication.For the course of information technology,collaborative learning is more suitable for the development of students'personality,which may promote the change of instructional models.This research focused on examining the effect of computer-supported collaborative learning in information technology courses,in which the students collaboratively created the works of PowerPoint slides.It was expected that the teachers might take advantages of the course characteristics,so that computer-supported collaborative learning might stimulate students' learning motivation,increase the technology acceptance,and improve their learning.On one hand,from the perspective of motivation,this study aimed to explore the effect of computer-supported collaborative learning on an ARCS model of motivation.More specifically,this study examined the effect on attention,relevance,confidence,and satisfaction.On the other hand,this study aimed to explore the effect of computer-supported collaborative learning on technology acceptance.Furthermore,the dimensions of perceived usability,perceived ease to use,behavioral intention,and subjective norm were examined.More specifically,this study analyzed the differences between students' motivation and technology acceptance,and further explored the regression relationship between these parameters and performance.Through the aforementioned theoretical and empirical research,this paper drew the following three conclusions:1.Compared with individual learning,computer-supported collaborative learning information technology in a high school could effectively improve the learning performance of students.2.Compared with the individual learning,computer-supported collaborative learning information technology in a high school could effectively improve students'learning motivation and their tendency to use the software for co-creation.3.In a course of learning information technology in a high school,students'satisfaction with the learning process,and the ease of using the software could significantly improve students' performance.