Mediating Effect of Perceived Interaction on the Predictability of Self-Regulated Learning and Teaching Presence on Google Plus-based Project Learning Outcomes
2015, 11(2), pp.275-302
Publisher : Institute of Distance Education
Research Area : Education
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The purpose of this study is to evaluate the possibility of Google plus as a platform for project-based learning in higher education, and to identify critical factors that influence its outcome. We chose self-regulated learning, teaching presence, and perceived interaction as possible predictors of the learning outcome. 59 undergraduate students were divided into 19 groups and worked in a team project using Google Plus for 8 weeks. The participants’ self-regulated learning, teaching presence, and perceived interaction were measured throughout the project via survey, and the final work submitted were graded. The data was analyzed using a multiple regression analysis. The major results of the study are as follows: first, perceived interaction predicts the success of learning outcome significantly. In addition, it was identified that self-regulated learning and teaching presence had an indirect effect in predicting student learning based on the perceived interaction as a medium. Based on the result, the study recommends the need among instructional designers to further develop strategy around facilitating an active level of interaction among team members using virtual platform such as Google Plus for learning.
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