RT Journal Article
T1 Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning
A1 Muñoz Carril, Pablo César
A1 Hernández Sellés, Nuria
A1 Fuentes Abeledo, Eduardo José
A1 González Sanmamed, Mercedes
K1 Computer supported collaborative learning Perceived impact on learning
K1 Perceived impact on learning
K1 Satisfaction
K1 Higher Education
AB The analysis of the processes and elements articulating effective Computer Supported Collaborative Learning (CSCL) constitutes a focal research stream in education. Following these streams, satisfaction and perceived impact on learning have already been stablished as determining aspects of any type of learning and, particularly, of CSCL. The goal of this study was to identify factors affecting students' satisfaction and perception of impact on learning in CSCL. The Partial Least Squares technique was used, applying a questionnaire to 701 students in a virtual university. The proposed model exhibited high predictive performance, confirming the 13 hypotheses established. The variables confirmation, perceived usefulness, and perceived enjoyment positively and significantly influenced students’ satisfaction with CSCL. Perceived ease of use and perceived usefulness positively and significantly influenced attitude, and attitude, together with perceived enjoyment, were determining factors in perceived impact on learning. These are factors that should be considered when designing CSCL to be implemented both at the institutional and class level, and teachers and students should be aware of these interdependencies for CSCL to be successful
PB Elsevier
SN 0360-1315
YR 2021
FD 2021
LK http://hdl.handle.net/10347/26951
UL http://hdl.handle.net/10347/26951
LA eng
NO Computers & Education Volume 174, December 2021, 104310
NO This paper has been written in the context of the research projects: “Ecologías de aprendizaje en la era digital: nuevas oportunidades para la formación del profesorado de educación secundaria” (ECO4LEARN-SE) “Learning ecologies in the digital era: new opportunities for teacher training in secondary education”. It has been partially financed by the Ministry of Science, Innovation and Universities in Spain, (Reference: RTI 2018-095690-B-I00); and "Cómo aprenden los mejores docentes universitarios en la era digital: impacto de las ecologías de aprendizaje en la calidad de la docencia" (ECO4LEARN-HE) "How the best University Teachers Learn: Impact on Learning Ecologies on Quality of Teaching" (Reference: EDU2015-67907-R). It has been partially financed by Spanish Ministry of Economy and Competitiveness
DS Minerva
RD 28 abr 2026