see Appendix C. Based on the questionnaire the researcher conducted individual interviews.
1.25. Analysis of the Action Case Research in Salford University Context
1.25.1. Analysis Based on Categories on Conceptual Frameworks
As it has been explained in Chapter 3, the data in this research was analysed using the unified conceptual framework as a guideline. In this section, the analysis
was divided based on the categories in the unified conceptual framework depicted in Table 2.1.
Considering the limitation of the time provided to conduct the whole categories in the unified conceptual framework, this research focused on collaboration
and teacher supports categories of the unified conceptual framework. However, in order to provide rich understanding of the research, the other categories were also be
discussed.
1.25.1.1. Cultural Habits of Mind
Although there was a cultural diversity among the students in the module, the research data did not support this category. The culture that supports interdependent
task in collaborative learning, one type of virtual team Lipnack et al., 1997, is considered to be very important to conduct a learning team. All of the students felt
comfortable if their discussion was recorded Q13A1, Q13B1, Q13C1, Q13D1 although one student noted that there was also a tendency to hold back some opinion
Q13A2. In general it might show their willingness to make closer communication with other members, which is essential factor to be interdependent task.
1.25.1.2. Aptitude and Individual Differences
All students felt that it was their first experience using Web based teaching and learning technology Q1A1, Q1B1, Q1C1, Q1D1 although one of the student
said he has used Internet before to learn, and he argued that it was a different experience I1B1. He found a problem to obtain qualitative information with his
previous experience I1B2. He accessed the site 2-3 times a week Q2B1. The other student felt that he was pushed in course work discussion topic as he said that he was
not interested with education but everybody had to do it I7A2. On the other hand, he liked to use the technology to find a good learning experience to put in practice some
of the theory Q1A2. He accessed the site 4 times a week Q2A1. Most of the students, who had prior experience using Internet before, did not find difficulty using
the Web based teaching and leaning technology technically, although it was their first experience and they only followed a tutorial session in the first two-week, which is
considered important. One of the students, who never used the Internet before, found difficulty in
using the product Q4C1, I4C1, although there was a tutorial session in the first two- week. This affect in his usage of the technology, as he read the material of virtual
organising module online for no more than 10 and he noted Unaware of its presence
Q8C1, I8C1. He accessed the site once a week Q2C1 and actually he hated some courses using software I14C1 but he liked aspect of anyplace, anywhere,
and anytime I3C1.
This might indicate that individual differences, such as prior experience affect their willingness to use this technology. It seems that students, who had
had using Internet experience supported by a few tutorial sessions, did not find technical problem to use the Web based teaching and learning technology. Yet it
might be considered advisable to pay more attention to students without Internet skill.
1.25.1.3. Origin of Motivation
Kategori