The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation

ABSTRACT

The purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in collaborative groups constructing knowledge in wiki, blog, podcast and Facebook platforms in CSCL processes were compared. The study is designed as a pretest and post-test control group study and was carried out with 97 university students. Social presence and self-regulation scales were administered as pretest in the study. At the end of process, social presence, self-regulation, transactive memory scales and semi-structured student opinion forms were administered as post-test. When the findings were examined, it was seen that interaction platforms and the TMS level of the group did not have a significant impact on social presence perception individually; yet common impact of these two variables was significant. When the impact of interaction platforms and the TMS on self-regulation skills was examined, it was found that whilst interaction platforms had a significant impact, the TMS alone and interaction platforms–TMS common impact were not significant.

KEYWORDS:

• Collaborative
• transactive memory system
• interaction platform
• social presence
• self-regulation

Notes on contributors

Ramazan Yilmaz is assistant professor at the Bartin University, Turkey. His main research interests are online learning, distance education, technology integration and human–computer interaction.

Fatma Gizem Karaoglan Yilmaz is assistant professor at the Bartin University, Turkey. Her main research interests are instructional design, technology integration, online learning and multimedia learning.

Ebru Kilic Cakmak is associate professor at the Gazi University, Turkey. Her main research interests are educational technology, instructional design and technology integration.