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Willingness to engage in online collaborative learning among Student-teachers: between ideals and actual experience

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The teaching world is shifting towards the creation of collaborative knowledge. This study proposes a tool to examine willingness to engage in collaborative learning: a valid and reliable questionnaire based on Cognitive Orientation theory. Factor analysis yielded four factors affecting willingness to engage in collaborative learning: difficulties, benefits, promoting individuals’ interests, and the ability to rely on others. Significant differences were found in the willingness to collaborate in regard to the difference between each of these factors as actually experienced and its ideal. These differences were also evident in the qualitative genre analyzed according to the Theory of Personality.
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Keywords: beliefs affecting willingness to collaborate; student-teachers; willingness to engage in collaborative learning

Document Type: Research Article

Publication date: July 1, 2020

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  • Information Technology, Education and Society is a bi-annual, refereed, international journal which focuses on major and current issues in information technology and their relation to education and society. It seeks original articles which analyse and explore sociological and educational issues relating to new and changing technologies.
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