THE CORRELATION BETWEEN STUDENTS’
PARTICIPATION AND THEIR EXAMINATION SCORE
IN PEERWISE ONLINE LEARNING AT ENGLISH
EDUCATION DEPARTMENT, UIN SUNAN AMPEL
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of Sarjana
Pendidikan (S.Pd) in Teaching English
By
Fadhila Alfany
NIM D05212009
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
ABSTRACT
Alfany, Fadhila. 2016. The Correlation between Students’ Participation and Their Examination Score in PeerWise Online Learning, Universitas Islam Negeri Sunan Ampel Surabaya. English Education Department, Faculty of Tarbiyah and Teachers Training, Sunan Ampel State Islamic University
Key Words : Online students’ participation, examination score, PeerWise
Since online learning has positive impacts for learners, some course of English education departement at UIN Sunan Ampel Surabaya implemented web-based applications for their course, such as PeerWise in Language Testing. PeerWise is one of a web-based application which designed to apply the principal of pedagogy in order to learners are able to contribute their learning. Initially, College of Auckland made PeerWise as a learning instrument to encourage students to learn computer programming and web-based application. Students’ participation in PeerWise included two participation such as making and answering questions. This study was conducted to find whether or not there is any significant correlation between students’ participation and their examination score in PeerWise online learning.
The setting of the study was in Language testing class, English education department, UIN Sunan Ampel Surabaya. The subject of this study was 105 students. The data were collected by documentation.
the correlation between students participation and their examination score as Pearson Correlation 0,092 and Sig.(2-tailed) = 0,35. It means that the variables are positively associated (it can be seen from the coefficient correlation) but there is a week correlation between two variables. The r-observation was 0,092 that we could interpret in the simple way of interpretation that it was classified as very low correlation meaning although the correlation had positive correlation but the correlation was in the very low level which had a very limited correlation.
For the next researchers who are interested in the same topic, it is suggested to conduct a research about examining the comparison between students participation on online learning and blended learning, which is the most effective to engage students. The result of such studies can help teacher to design the best learning mode (online/blended) for future learner.
TABLE OF CONTENT
TITLE PAGE ... i
APPROVAL SHEET ... ii
MOTTO ... iii
DEDICATION ... iii
ABSTRACT ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ... viii
LIST OF APPENDICES ... xi
LIST OF TABLE ... xii
CHAPTER I : INTRODUCTION... 1
A. Background of Study ... 1
B. Statement of Problem ... 5
C. Objective of Study ... 6
D. Significance of Study ... 6
E. Research Hypothesis ... 7
E. Scope and Limit of Study ... 7
CHAPTER II : REVIEW OF RELATED LITERATURE ... 10
A. Online Students Participation ... 10
1. Participation is a complex process of taking part and Relation with others ... 14
2. Participation is supported by physical and psychological tools ... 16
3. Participation is not synonymous with talking or wtiting .. 17
4. Participation is supported by all kinds of engaging Activities………..…..19
B. E- Learning ... 20
1. Definition of E-Learning ... 20
2. Online Learning ... 21
3. Synchronous Learning ... 22
4. Asynchronous Learning ... 23
5. Blended Learning ... 24
C. Learning Management System ... 25
D. Element of Online Courses ... 26
1. Consisten instructor presence : the value of feedback ... 27
3. Content that is up to par ... 27
4. Tested delivery methods ... 27
5. Online Test and Quizzes ... 27
E. Students Examination Score ... 28
F. PeerWise ... 28
H. The Previous Study ... 31
CHAPTER III RESEARCH METHODOLOGY ... 35
A. Research Design ... 35
B. Research Population and Sample ... 36
C. Research Subject and Setting ... 37
D. Research Variable ... 37
E. Hypothesis ... 39
C. Data and Source of Data ... 40
E. Data Collection Technique ... 40
F. Research Instrument ... 41
G. Data Analysis Technique ... 43
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 48
A. Research Findings ... 48
1. The Level of Students’ Participation in PeerWise... 48
3. Normality Test ... 52
4. The Correlation between Students’ Participation and Their Examination Score in PeerWise Online Learning ... 53
5. The Computation of Correlation between Students’ Participation and Examination Score in PeerWise Online Learning ... 58
B. Discussion ... 58
1. Interpretation of Normality Test ... 82
2. The Level of Students’ Participation ... 59
3. The Level of Students’ Examination Score ... 60
4. The Correlation between Students’ Participation and Their Examination Score ... 61
CHAPTER V CONCLUSION AND SUGGESTION ... 64
A. Conclusion ... 64
B. Suggestion ... 65
BIBLIOGRAPHY
1
CHAPTER I
INTRODUCTION
A. Background of The Study
This chapter presents the background of the study, the problem, the objective,
the hypothesis, and the significance of the study. The scope and limitation of the
research and the definition key terms used in this study are also presented. Each
section is presented as follows.
In the globalization era, the progression of internet technology especially the
World Wide Web and virtual learning situations has developed quickly. It has
affected asynchronous communication technologies, featuring tools that facilitate
important discourse between learners and teachers significantly. Moreover, Duffy
and Cunningham characterized that important discourse as a process of developing
information, exchanging ideas and different perspective. Likewise, constructivist
learning supports important discourse by enabling students to build information
through reflection, prior knowledge and experiences.1
Furthermore, the online environment has provided more chances for learners
to participate in collaborative technologies. For example, e-mail, discussion,
chatrooms, whiteboards, and announcements. Gilberts and Dabbagh stated that these
11
Jonassen, D. H., & Land, S. M.Preface. In D. H. Jonassen & S. M. Land (Eds.), “Theoretical foundations of learning environments”, New Jersey: Lawrence Erlbaum 2000, pp. 3–9
2
asynchronous communication tools have enhanced learning in the online
environment over the globe, as well as augmented classroom online discussions by
supporting reflection social negotiation and knowledge development.2
Nowadays, online education can be defined as an approach to teaching and
learning that utilizes internet technologies to convey and collaborate in an
educational context. This includes technology that used in traditional classroom
training with web-based components and learning environments where the
educational process is experienced online.3
In spite of the fact that internet technology as developed the method of online
learning, the origins of distance education emerged in the early 1900’s. Prewitt stated
that Universities of Pennsylvania and Chicago were the first which utilize the United
Postal Service to introduce universal free delivery of educational resources.
Recently, many universities, colleges, secondary, and elementary schools and
also business and vacation schools have taken advantage of this new method of
online education. Besides, according to Beldarrain distance education has developed
from correspondence schools to delivery mechanisms such as independent study,
computer-based instruction, computer assisted instruction, video courses, video
conferencing, web-based instruction and online learning. Moreover, Pritchard stated
2
Wishart and Guy, “Analyzing Responses, Moves, and Roles in Online Discussions,” pp.1–2. 3
3
that since the conception of the World Wide Web, web-based education is becoming
a new method for best practices in teaching quickly.
Since online learning has positive impacts for learners, some course of
English education department at UIN Sunan Ampel Surabaya implemented
web-based applications for their course, such as PeerWise in Classroom management
course, Schoology in speaking course, Edmodo in reading and Morphology course,
and youtube & blog in CALL course. A web-based application that described above
deliver mechanisms such as independent study, computer-based instruction,
computer assisted instruction, video courses, web-based instruction and online
learning. Here, the writer chooses one of web-based application PeerWise that was
implemented by Classroom management and Language testing course as the research
subject.
PeerWise is one of web-based application which designed to apply principal
of pedagogy in order to learners are able to contribute their learning. Initially,
College of Auckland made PeerWise as learning instrument to encourage students
learn computer programming and web-based application.
At present, PeerWise emerges at UIN Sunan Ampel Surabaya and used in
Classroom management and Language testing course. Students who attended
Classroom management and Language testing have to create, answer and rate
question on PeerWise. Moreover, the researcher used PeerWise as subject research
4
learning through technologies by using online learning method and the research
result will give clear concept as the reference for the next researcher who wants to
conduct a research on the same or similar strategy as in this research.
By this day, there are researches on PeerWise but only limited on students’
perception. The first is research by Lenandlar Singh, the title is “Technology
enhanced peer learning with PeerWise: Experiences and perceptions from a
developing country”. Singh discussed about the students’ perception of PeerWise and
reports on experiences of using PeerWise. Evidence from this review suggests that
most students were able to contribute to PeerWise and that approximately 25% of
students contributed much more than was expected .
Second, “PeerWise-The marmite of Veterinary Student Learning” by
Amanda Sykes, Paul Denny and Lesley Nicolson, Student Learning Service, The
University of Glasgow. They focuses on student engagement of the class with the
tool and their perception toward PeerWise. Thus, we can conclude that both research
focus on student perception of PeerWise. Moreover, the writer believes that the
research of PeerWise will gives new contribution in education especially for online
learning and preferences for the next research that used PeerWise as issue.
The research of PeerWise is important because this research has commented
on student-generated multiple choice questions (MCQs) on PeerWise. The students
earn badges based on accumulated scores which they get from participation’s metrics
5
create questions, answer, review, comment and earn badges. Therefore, we can
assume that two category of students toward the participation of PeerWise include
active students and passive students. The active students have to be diligent because
they contribute a lot of create questions, answer, review, comment and they got many
badges from PeerWise as appreciation. On other hand, the passive students just
create few questions, answer, rare to give review, not at all for comment. Since two
category of the final examination score include high and low score, the writer
concludes that active students will get high score and passive students will get low
score. The statement above only ideas or opinion which not rely on valid theory and
precise research. Hence, the statement have to proven. Is there any significant
correlation or not between two variables.
Until this research carried out, we do not know yet is there significant
correlation or not between students’ participation and their examination score in
PeerWise online learning. Thus, the writer will examine is there any significant
correlation between two variables or not by doing the research. Moreover, the writer
wants to know how the participation and their eaxmination score of students in
PeerWise online learning not proven yer. This is the first research to have PeerWise
as the main topic with the correlational design.
B. Statements of The Research Problem
Based on the reason above, the research questions in this study are :
6
2. How is students’ level of examination score on PeerWise online learning?
3. Is there any significant correlation between students’ participation and their
examination score in an PeerWise online learning?
C. Objectives of The Study
The research is conducted to find out whether each students’ participation
correlates with their course examination score in PeerWise online learning
D. Significances of The Study
1. Theoretical Benefits
a. The result of the research will offer many advantages to the theory of
learning through technologies by using online learning method.
b. The research result will give clear concept as the reference for the next
researcher who wants to conduct a research on the same or similar strategy
as in this research
2. Practical Benefits
a. Through the result, the students know and comprehend of the demonstrate
positive attitudes and inclinations toward technology integration in their
learning experience using PeerWise in online learning.
b. By the result, the teacher has a new view on technology integration of
students learning experience for CSP (Contributive Student Pedagogy)
7
E. Research Hypothesis
The statement of the hypothesis of this study is as follow.
The statement of the hypothesis of this study is as follow. The hypothesis of
this research is there is positive and significant correlation between students’
participation and their examination score PeerWise online learning.
F. Scope and Limitation
The research will focus on the correlation between students’ participation and
their examination score in PeerWise online learning at English education
departement, UIN Sunan Ampel Surabaya. It is limited to describe : (1) Students’
participation level in PeerWise online learning, (2) Their examination scores level in
PeerWise online learning and (3) Students’ participation and their examination score
in PeerWise online learning, at English education department, UIN Sunan Ampel
Surabaya. This study does not discuss the influence of each variable. It is focused to
find if there is any correlation between variable or not.
G. Definition of Key Terms
1. Correlation : a shared relationship. It can also be defined as close relationship
between two things or two variable. In this study, the correlation is about students’
participation (X variable) and examination score (Y variable). Correlation aims to
find out is there any correlation or not, if there is relation between variable how tight
8
2. Online Learning : Online course are those in which at least 80 percent of the
course content is delivered online.4 Online learning is a way of studying for an
internationally recognised qualification without needing to attend classes on campus.
3. Students’ Participation : Participation is a complex process of taking part and
maintaining relations with others. The work of Jaldemark indicates that participation
is belonging to a community. Central aspect of community called when learner
participating in and feeling that they connected or attached to a group. People who
have a strong attachment to a group are tend to participate and help others.
Conversely, Wellman & Gulia have opinion that when people participating and
helping others, it means that they run group attachment. Likewise, Pallof and Pratt
have argued that collaboration and community are dual processess. Thus, the
importance of group attachment should not be forgotten when researching online
learner partcipation.5 In this case, students’ participation on PeerWise online learning
include some activities such as making question, answering question, giving
comment and giving review. Notwithstanding many activities that students have to
participate in PeerWise but the researcher only takes two main activities which have
high influence toward students’ examination score.
4
Allen and Seaman, "Changing Course", pp.11. 5
9
4. PeerWise : PeerWise is a powerful, free tool that allows student to create their
own multiple chioce questions, provide a rationale and explanation for their ‘correct’
choice, peers can complete the questions and provide feedback on the options.
Questions can be rated in similar manner to the Amazon.com starring system,
students learn how multiple choice question work, and learn the content through the
creation of challenging questions and explanations, and by completeting others’
questions. Instructors can see the questions created and correct misconceptions if
they choose to, or let the students correct each other and only intervene if the
10
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some issues related to the correlation between
students’ participation and their examination score which become the focus of this
research. It contains the review of related study or calls the previous study. Some
previous studies related to this research are also discussed. Another, it consist of
some theories strengthening the problem discussed here.
1. Online Students Participation
Recently, online learning has learning participation element as main part
which has been discussed widely. In some research, learning participation has been
conceptualized separately. For example, there are six different method of
conceptualization that mentioned by Hrastinski : accesing e-learning environments,
writing, quality of writing, writing and reading, actual and perceived writing and
taking part and joining the dialog. After analyzing several related studies in the
literature, Hrastinski proposed following definition of online learner participation :
Since Hrastinski has analyzed some related study in the literature, therefore
he proposed online learner participation definition in the following paragraph.
Learning process by draw in part and preserve connections with others is
11
communicating, thinking, feeling and belonging, which happens both online and
offline.1
Moreover, Reverence to Hrastinski reveals that learning outcome can be
enhanced through students participation which have interaction connected with peers
and teachers in online environments. Researchers express that participation afflicts
perceived constructive learning, assesment quality of assignment, examination score,
satisfication and retention rates in the literature.2
For example, Woods correctly argues that on the succes of online courses and
students fulfilment, interaction of quality and quantity with the teacher and peers
much more essential than to success and fulfilment in traditional course.
In a study of Davies and Graff found that the relationship between the level
of online participation and students grades (i.e high, medium, low, fail). According to
them, the students accomplishing high or medium passing grades are engaged more
actively than students accomplishing low passing grades, while students
accomplishing low passing grades were more active that students who failed in the
some units of courses.3
1
Stefan Hrastinski (forthcoming), “What is online learner participation”, A literature review. Computers & Education
2
Stefan Hrastinski, “A theory of online learning as online participation”, Uppsala University, Computer and Systems Science, Department of Information Science, Sweden., pp. 78 – 82 3
Davies, J., & Graff, M, “Performance in e-learning: Online participation and student grades”, British Journal of Educational Technology, 36(4), 2005, pp. 657–663
12
As Picciano points out that students perceived greated quality and quantity of
learning as a result of participating in the discussions.
Accordingly, his opinion found on another study that conducted to anlyze
discussion in course delivered for online method.
In the literature, there are several studies that take an interest in factors
affecting the participation in online asynchronous discussion. First, attributes of the
asynchronous online discussion. Second, role of the facilitator. The last is design of
discussion activities.
In addition, turning to Vonderwell and Zachariah, they finds that some factors
which influence online students’ particpation. There are technology and interface
characteristics, content area experience, student roles and instructional tasks, and the
last is information overload.4
Since another study that examined the nature of interaction in an online
course from both perspective of teacher and student which conducted by Vrasidas
and McIssac. Consequently, they conclude that some factors are able to affected the
interaction. The factors are the structure of course, class size, feedback, and prior
knowledge of computer mediated communication (CMC).
In a further, there are other important aspects that influence students’
participation and one of them is related to the differences in students’ demographic
and abilities in online courses.
4
Vonderwell, S., & Zachariah, S. “Factors that influence participation in online learning. Journal of Research on Technology in Education”, 38(2), 2005, pp.213–230
13
For example, the work of Godwin, Thorpe and Richardson reveals that there
are differences between students who take online course with high level of
interaction and the students who take online course with low level interaction. The
differences are regarding to age, gender, and previous qualifications. Eventhough the
results were not statistically substantial, students who have high interaction were
usually younger, male and having had higher educational qualifications.5
Carry on study for more detail, reference to McLean and Morrison reveals
that the relationship between students participation and six socio demographic
variables ((i.e sex, age, education, level, occupation, residence in urban or rural
areas, and region of residence). Two variables that belong to the result of their study
are two variables which is holding a university degree and living in an urban area.
That on the variables become the strongest predictors of participation.
In addition, another related study by Prinsen, Volman, and Trewel who
examined the influence of students characterisitic on degree and type on
participation in a CSCL environment stated that females send more messages to the
discussion than males do. They are more dependent on their computer skills.6
Participation is often a key predictor for early warning signals of student
performance and achievement. Literature indicates that regular participation is an
5
Morris, K. V., Finnegan, C., & Sz-Shyan, W, “Tracking student behavior, persistence, and achievement in online courses”, Internet and Higher Education, 8(3), 2005, pp.221–231 6
Yukselturk, “An Investigation of Factors Affecting Student Participation Level in an Online Discussion Forum.,” pp. 2.
14
important factor in a students’ success at school. As Roby has indicated, participation
is an important variable in measuring academic performance
2. Key Characteristics of Learner participation
a. Participation is a complex process of taking part and maintaining relations
with others
In the literature, Wenger stated that participation is partially intersects toward
as feel of community.
At the fact, most of researcher believed that participation is belonging to a
community. Here, Wenger also has opinion that basic aspect of feel community is
that participating into in and sensing connected to a group.
In a further, when people have high attachment to a cluster so they tend to
likely participate and help each other. Conversely, a cluster attachment exactly
driven by students’ participation and students’ help each other.7 This case is
supported by Palloff and Pratt, they perceptively state that collaboration and
community are dual processes. Therefore, online students’ participation has
assumption that group attachment is important and should not be forgotten.8
The work of Rovai, reveals that he has his own definitions of community.
Rovai perceptively states that the most essesntial elements of community include
7
Wenger, E., “Communities of practice: Learning, meaning, and identity”, Cambridge: Cambridge University Press, 1998
8
Palloff, R. M., & Pratt, K., “Collaborating online: Learning together in community”, San Francisco: Jossey-Bass , 2005
15
“mutual interdependence among members, sense of belonging, connectedness, spirit,
trust, interactivity, common expectatations, shared values and goals, and overlapping
histories among members”.9 Description of sense of community that Rovai used has
rejected by Wenger. Wenger’s states erronesously that Rovai definitions’ only use
positive term. Therefore, Wenger disagree with Rovai’s argument that participation
in community involves all kinds of relations, i.e “conflictual as well as harmonious,
intimate as well as political , competitive as well as cooperative”.
Finally, most of research is proven to be obvious that eventhough the
participation and sense of community has the similarities and difference between the
concept but actually it’s related. It will need to be further explored in in future
research.
In a further literature, learning communities is popularly used. It has
definition that “learning communities is a limited number of people who share
common goals and a common culture”. In addition, Johnson makes clear that the
relationship between community and collaboration as cyclical: “collaboration
supports the creation of community and community supports the ability to
collaborate”.10 It’s characteristic are work together ; learn from each other and from
the surrounding culture and environment.
9
Rovai, A. “Building sense of community at a distance. International Review of Research in Open and Distance Learning”, 2002, 3(1), pp. 1–16
10
Johnson, D. W., Johnson, R. T., & Stanne, M. B. “Cooperative learning methods: A meta-analysis”, (2000). from http://www.co-operation.org/pages/clmethods.html.
16
In a study Hrastinski found that online learning communities underscores that
their learning often mediated online.
Another influential concept is that of knowledge-building communities,
which emphasize that the purpose of learning communities should be to increase the
collective knowledge by contributing beyond what is already known.
In summary, there are relationship between learning participation and sense
of community, learning communities concepts, and knowledge-building
communities. It is related each other. However, Hrastinski does not support the
argument. He has indicated that this relationship is complex and depends on how
each of the concepts is defined. Moreover, he perceptively states participation has
drawbacks or negative view include conflictual thing and competitive relations while
such relations were not mentioned in the definitions reviewed above.
b. Participation is supported by physical and psychological tools
Nowadays, technologies that have created by human has been developed. It
has changed how we communicate and use intellectual resource. As we know that
internet made our communicate easier, quicker and cheaper over far or near distance.
Furthermore, Saijo correctly argues that people learn by use artifacts eventhough
they opposes with traditional approaches to understanding learning, which “treat
17
problems and when managing social activities”.11 Then, a study by Vygotsky shows
that there are distinguished two types of tools, there are physical and psychological
tools. Usually, physical tools such computer has function to assist person to achieve
their aims. He also believed that Psychological tools such language are commonly
used together with physical tools. In addition, Hrastinski gives example, It has high
possibility to communicate with each other people by using language (physicological
tool) while using appropriate tool like computer (physical tool) that connected to the
internet.
In conclusion, Hrastinski rightly points out that online learner participation
happens at the nexus of physical and psychological tools. Physical tools such
software is not enough to make online learning participation. Not only physical tools
but also psychological tools such as exercise are extremely needed that engaged the
learners.
c. Participation is not synonymous with talking or wtiting
Actually, participation happens on both personal and social levels. Thus,
there are clarification, indeed, when we have a socially conversation with someone in
the inappropriate situation like we are not engaged at that times :
“From Wenger’s perspective the engagement with the social, world
even when it does not clearly involve interactions with others. Being in hotel
11
Säljö, R. “Learning as the use of tools: A sociocultural perspective on the human-technology”, link. In K. Littleton & P. Light (Eds.), Learning with computers: Analysing productive interactionLondon: Routledge, 1999, pp. 144–161.
18
room by yourself preparing a set of slides for a presentation the next morning
may not seem like a particularly social event, yet its meaning is
fundamentally social. Not only is the audience there with you as you attempt
to make your points understandable to them, but your colleagues are there
too, looking over your shoulder, as it were, representing for you your sense of
accountability to the professional standards of your community. A child doing
homework, a doctor making a decision, a traveler reading book – all these
activities implicity involve other people who may not be present”.12
Indeed, according to social theories on learning, Hrastinski makes clear that
Wenger’s quote above gives illustration that online participation is extremely
complex to analyzed. It describes that participation is not same with talking o
writing.
In research, simple measure is needed. Online participation usually measured
by quantitative design such as how many messages learners have posted on a
discussion board.
Further in research, Romiszowski and Mason make clear that there is an
assumption which seldom, but it is challenged. Infrequent contributors are “passive
recipients rather than actively engaged in learning”. They thought that since it may
involve engagement, thought and reflection, so much reading is not passive.
12
Wenger, E. “Communities of practice: Learning, meaning, and identity”, Cambridge: Cambridge University Press.1998
19
Therefore, from the discussion above, participating by talking or writing should be
considered as one aspect of online learner participation.13
Moreover, Hrastinski correctly argues this is reflected by two of Kolb, four
basic learning modes : abstract conceptualization, which emphasizes thinking, and
reflective observation, which emphasize understanding. In conclusion, it is not
enough to just calculate the number of messages which learners write depend on
quantitative measures when observing online learner participation.14
d. Participation is supported by all kinds of engaging activities
In a study, Hrastinski points out that the basis of collaborative involves the
construction of meaning with others and individual.
Moreover, Littleton and Hakkinen have drawn attention to the fact that
collaboration involve the construction of meaning with others. It’s characteristic
include joint commitment to a shared aims.15 Besides, turning to Dillenbourg, found
that it is a condition which two or more people can learn and attempt to learn
something together. On other hand, since participation may involve all kinds of
relations, conflictual as well as harmonious, intimate as well as political, competitive
13
Romiszowski, A., & Mason, R. “Computer-mediated communication” In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology, New Jersey : Lawrence Erlbaum, 2004 (pp. 397–431)
14
Kolb, D. A. “Experiential learning. “Experience as the source of learning and development”, Englewood Cliffs”, NJ: Prentice-Hall, 1984
15
Littleton, K., & Häkkinen, P. “Learning together: Understanding the processes of computer-based collaborative learning” In P. Dillenbourg (Ed.), Collaborative learning: 1999 “Cognitive and computational approaches” Oxford: Elsevier, 1999, pp. 20–30
20
as well as cooperative, so participation should not be regarded as same to
cooperation or collaboration.16
As mentioned above, reference to Wenger reveals that participation as a
process of taking part and also to the relations with others that reflect this process. It
is complex process that includes, for example doing, talking, thinking, feeling, and
belonging. In short, participation involves everything we do and feel when being part
of engaging experiences.
2. E-Learning
A. Definition of E-Learning
Essentially, e-learning is educational system or tool which is computer based
that enable an individual to learn anywhere and anytime. Nevertheless, e-learning
was delivered using a blend of computer-based methods like CD-ROM, but
nowadays, e-learning is much more delivered through the internet.17
The origins of the term e-learning is not certain, although it is suggested that
the term most likely originated during the 1980’s, within the similar time frame of
another delivery mode online learning.
Especially, Ellis rightly points out that e-learning not only include content
and instructional methods delivered via CD-ROM, the internet or intranet but also
16
Dillenbourg, P. Introduction: “What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches” Oxford: Elsevier Science, 1999 pp. 1–19
17
“ E-learning concepts,trends,aplications”, Epignosis LLC., San Francisco, California - United States of America, pp.5
21
involves audio and videotape, satellite broadcast and interactive TV. Therefore, Ellis
states that she totally disagree with Nichols who have other definition about
e-learning. According to Nichols, e-learning is something that just has limitation in
web-based, web-distributed, or web-capable using technological tools.18
Some researchers like Tavangarian, Leypold, Nolting, Roser ,and Voigt as
well as Triacca, Bolchini, Botturi, and Inversini believe that the technology being
used was not enough as a descriptor even the technological feature are involve the
definition of the term. 19
In a further, Tavangarian involve the constructivist theoretical model as a
framework for their definition. Through knowledge building process, the work of
Tavangarian reveals that e-learning indicates some metamorphosis from an
individuals’ experience into the individuals’ knowledge through the knowledge.20
Though Triacca points out that e-learning was type of online learning, she
indicated that some level of interactivity needs to be included to make the true
definition in describing the learning experience as Ellis thought.
18
Ellis, R. “Down with boring e-learning”, Interview with e-learning guru Dr.
Michael W. Allen., (2004). Learning circuits. Retrieved from. http://www.astd.org/LC/0704_allen.htm,
19
Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. “Is e-Learning
the solution for individual learning?” Electronic Journal of e-Learning, 2(2), 2004, pp.273−280. 20
Triacca, L., Bolchini, D., Botturi, L., & Inversini, A.. “Mile: Systematic usability
22
B. Online Learning
Recent, online learning has few definition on it’s term. Online learning can be
described by using different phrases such as distance learning, e-learning, mobile
learning, computer-based training (CBT), web-based training (WBT), instructor-led
training (ILT), online training, online learning, blended learning, classroom training,
or webinars.
The work ofHowatson and Jones found that online learning provides a means
of delivering flexible education as well as increasing the scope of academic
programs.
In other opinion, Benson stated that most of authors featured online learning
as acces to learning experiences through the use of some technology.
Further, both Benson and Conrad perceptively indicate that learners are able
to have educationally chances via online learning as the newest version of distance
learning. Others authors like Oblinger, Hiltz, and Turrof found that not only the
accessibility of online learning but also its connectivity, flexibility and ability to
promote different interactions.21
Likewise, clear statement from Benson that online learning is a newer version
and improved version of distance learning. As well as Benson, Hiltz, and Turrof also
21
Hiltz, S. R., Coppola, N., Rotter, N., Turoff, M., & Benbunan-Fich, R. “Measuring the importance of collaborative learning for the effectiveness of ALN”: A multi-measure, multi-method approach. Journal of Asynchronous Learning Networks, 4(2), 2000, pp.103–125.
23
believes that although there is differentiation in their own descriptive narrative but
actually, there is a relationship between distance learning and online learning.22
C. Synchronous Learning
Synchronous communication enables real time communication between
individuals. Such tools include text chat rooms, audio or video conferencing and
shared whiteboards. Synchronous communication occurs when collaboration take
place at the same time such as within chat rooms, web conferencing or virtual
classrooms. These tools require simultaneous communication between students and
teachers. Reference to Brown and Green reveals that distance courses that employ
synchronous communication, such as video conferencing or teleconferencing, could
be compared to traditional classroom instruction relatively easily in terms of the time
spent by students in course participation.
Examples of synchronous learning are online chat and video conferencing.
Every learning tool that is in real time, such as instant messaging that allows
students and teachers to asks and answer question immediately. Students who
participate in synchronous learning courses are able to interact with other students
and their teachers during the lesson rather than learning on their own.
The main advantage of synchronous learning is that it enables students to
avoid feelings of isolation because they are in communication with others throughout
the learning process. However, synchronous learning is not as flexible to students
22
Joi L. Moore,Camille Dickson-Deane,Krista Galyen, “E-Learning, Online Learning, and Distance Learning Environments: Are They the Same?”pp. 1
24
who have limit time as to attend a live teaching session or online courses in
real-time. So, it may not be ideal for those who already have busy schedules. 23
D. Asynchronous Learning
Asynchronous learning on other hand can be carried out even when the
student or teacher is offline. Coursework and communications delivered via web,
email and messages posted on community forums are perfect examples of
asynchronous e-learning. In these instances, students will typically complete the
lessons on their own and merely use the internet as a support tool rather than
venturing online solely for interactive classes.
A student is able to follow the curriculum at their own pace without having to
worry about scheduling conflicts. This may be a perfect option for users who enjoy
taking their time with each lesson plan in the curriculum and would prefer to
research topics on their own. However, those who lacks the motivation to do the
coursework on their own may find that they do not receive significant benefit from
asynchronous learning. Asynchronous learning can also lead to feelings of isolation,
as there is no real interactive educational environment.
Ideally, effective e-learning courses should include both asynchronous and
synchronous learning activities. This allows students and teachers to benefit from the
different delivery formats regardless of their schedules or preferred learning
23
“E-Learning, concept, trends and application”, Epignosis LLC, 315 Montgomery Street, 8th and 8th Floors San fransisco - California USA, pp. 44/www.efrontlearning.net
25
methods. This approach provides students with access to immediate help if needed,
while still giving them the ability to learn at their own pace. 24
E. Blended Learning
Blended learning is a combination of offline (face-to-face, traditional
learning) and online learning in a way that the one compliment the other. It provides
individuals with the opportunity to enjoy the best of both worlds. For example, a
student might attend classes in a real world classroom setting, and then supplement
the lesson plan by completing online multimedia coursework. As such, the student
would only have to physically attend class once a week and would be free to go at
their own pace and without worrying about scheduling issues.
Blended learning is often also referred to as “hybrid” learning, and can take
on a variety of forms in online education environments. While some organizations
may only use blended learning techniques on rare occasions, other might utilize it as
a primary teaching method within their curriculum. There are two key principles
commonly associated with blended learning. Students who can share information and
work with other students directly in a collaborative setting have a more enriched
learning experience, and collaboration between students can be improved upon if
group activities rely on information gathered from online resources or lessons. It’s
24
“E-Learning, concept, trends and application, Epignosis”, LLC 315 Montgomery Street, 8th and 8th Floors San fransisco - California USA, pp. 45/www.efrontlearning.net
26
also been suggested that students who complete online coursework followed by
interactive, face-to-face class activities have richer educational experiences. 25
Tools and platforms that complement blended learning include LMSs and
mobile devices such as tablets and smartphones.
F. Learning Management System
LMS stands for Learning Management System and it’s a global term for a
computer system specifically developed for managing online courses, distributing
course material and allowing collaboration between students and teachers. A LMS
will allow you to manage every aspect of a course, from the registration of students
to the storing of test results, as well as allowing to accept assignments digitally and
keep in touch with the students. In essence, the LMS is the backbone of most
e-learning activities.
LMSs are built on various platforms, commonly PHP, Net or Java and they
will hook up to a database such as PostegreSQL, MySQL or SQL server. There are
many LMSs out there, both commercial and open source.
In a corporate environment such a system can be used to monitor staff, and
keep records of appraisals and training. Whether the course is run for a few learners
over a long period of time, or for many over a shorter period, a Learning
Management System makes the course easier. A good LMS will also have a
25
Ibid…pp. 69-70
27
reporting system so the teacher can access information that would be tricky to gather
ourself.
4. Element of Online Courses
When creating an online course, there are a number of criteria must be
prepared to ensure that students receive the benefits when they signed up for. Below
is a list of important ones :
A. Consisten instructor presence : the value of feedback
It is very important to decide the role of the instructor in the e-learning
process. As we know that there are much things which the instructor have to do as
like to encourage, inspire and gives proper feedback to the learners in the learning
process. Moreover, the instructor also have to facilitate such a relationship between
learner and instructor. Learning Management System (LMS) offer options like
instant messaging between peers, email and other tools that ensure the relationship
between learner and instructor running properly.
B. A streamlined and well-designed LMS
Learning Management System (LMS) have to be an efficient e-learning site
that will be easy to operate, well-organized and contains high quality of material.
Surely, the instructor and the learners want that e-learning process run efficiently.
For example, daily task should include the distribution of the new material and
28
the user can easily to operate the features which is important part of e-learning
process.
C. Content that is up to par
The design of content have to offer both teachers and learners a set of
guidlines. It’s quality must be on par with the impression of LMS. Therefore, a
system must be well designed and efficient.
D. Tested delivery methods
Things that need to always be sure is the posted material for learners have to
compatible with all the possible web browsers or platforms being used. When all of
these essential components are in place online learning establishment have the ability
to not only provide students with the skill sets and knowledge but also a virtual
education platform that helps to contribute to their future success.
E. Online test and quizzes
At the fact e-learning lacks the component of physical presence, thus tests
and quizzes become an essential part of the educational process. Through online test
and quizzes, an instructor is able to track the progress of students and assess the
effectiveness of the curriculum, while at the same time students have the ability to
track their own progress and improve on their skills accordingly. 26
5. Students Examination Score
26
Ibid..pp .53
29
Examination score refers to the learner ability within a classroom lesson, unit,
or even curriculum.27 In addition, a reference to Nunan in his book, reveals that
examination score is student mastery of specific curricular objectives.28 It means
that examination score is student mastery of specific objectives within the lesson or
curriculum. In this case, students’ examination score refers to the students’
acquisition in PeerWise web-based application which is contained in lesson, unit, or
curriculum. Likewise, Richards has drawn attention the fact that curriculum goals are
to represent the outcomes of a language program.29
6. PeerWise
PeerWise is web-based learning tool that leverages the familiarity students
have with social software and web 2.0, engaging them directly in the assesment
process. Using PeerWise, students work collaboratively with their peers to construct,
share, evaluate, answer and discuss a repository of assesment questions relevant to
their course. Students are responsible for creating and moderating the resource,
typically generating many hundreds of questions and submitting many thousands of
answer. Since its first use at the University of Auckland in 2007, more than 200.000
questions and 5 million answers have been contributed by students from over 200
institution around the world.
27
H. Douglas Brown and Priyanvada Abeywickrama," Language Assessment: Principles and Classroom Practices", pp 9.
28
David Nunan, "Task-Based Language Teaching", pp. 143 29
30
PeerWise was purposefully developed to exploit students’ familiraty with
social software and the web 2.0 phenomenon and places the responsibility of learning
into the hands of students in a way is that is consistant with CSP. Wickersham and
McGhee argue that deeper learning is evidenced when learners don’t just regurgitate
information but reflect on it to produce knowledge. The use of student-generated
MCQs for learning is one example of this approach, and has a wide range of
documented benefits including the development of a deeper understanding of the
subject content learned, with a shift from acquiring knowledge. The use of student
generated MCQs for learning is one example of this approach, and has a wide range
of documented benefits including the development of a deeper understanding of the
subject content learned, with a shift from acquiring knowledge to using knowledge
and developing a sense of ownership of the subject content. Through question
construction and response ; composition of explanations to contributed questions,
and feedback submission to their peers, students engage in the application of higher
order cognitive thinking skills. This points to a shift from the old paradigm where
questions are created by teachers and lecturers then administered to student.
A number of studies on PeerWise focus on patterns of contribution and
correlations between student contribution and final examination scores. In addition,
students’ perception and the quality of items contributed by students are also
explored. Denny, Luxton and Hamer reported that students developed high quality
31
Similarly, Sykes, Denny and Nicolson and Feely and Parris reported that students
contributed significantly more than was expected of them. Overall, positive
correlations were reported between students’ contribution and the grades obtained.
Denny, Luxton-Reilly and Harmer reported that students believed PeerWise
helped them to learn and that they were willing to use the tool again. Bottomly and
Denny stated that students rated PeerWise very highly and found it to be useful
learning tool. PeerWise was similarly rated by students in the studies by Sykes,
Denny and Nicolson and Feeley and Parris.
While evidence points to the significant utility of PeerWise to education, a
number of related issues are also highlighted. From the students’ perspective, Denny,
Luxton-Reilly and Hamer noted that external motivation is needed to support
question generation in PeerWise. Further, issues related to students’ dissatisfaction
with moderation of the question bank were reported by Sykes, Denny and Nicolson.
The quality of MCQs created by students is also an issue underlined for attention in
the literature. From the teachers’ perspective, Denny, Hanks and Simon identified
three concerns in using PeerWie for their course : the quality of questions in the
repository ; the evidence of learning benefits, and the issue of students’ perceptions
of activity value when using PeerWise.30
30
Lenandlar Singh, “Technology enhanced peer learning with PeerWise: Experiences and perceptions from a developing country “, Department of Computer Science, University of Guyana , Caribbean Teaching Scholar , Vol. 4, No. 1, April 2014, pp.2-3
32
B. Previous Study
By this day, there are researches on PeerWise but only limited on students’
perception. The first is research by Lenandlar Singh, the title is “Technology
enhanced peer learning with PeerWise: Experiences and perceptions from a
developing country”. Singh discussed about the students’ perception of PeerWise
and reports on experiences of using PeerWise. Evidence from this review suggests
that most students were able to contribute to PeerWise and that approximately 25%
of students contributed much more than was expected . Second, “PeerWise-The
marmite of Veterinary Student Learning” by Amanda Sykes, Paul Denny and Lesley
Nicolson, Student Learning Service, The University of Glasgow. They focuses on
student engagement of the class with the tool and their perception toward PeerWise.
Thus, we can conclude that both research focus on student perception of PeerWise.
The difference is located on student engagement which only conduct by Amanda
Sykes in second research. From the both research, the researcher summarize that the
variable used by Lenandlar and Amanda are different compare with the variable
which the writer will used. Here, the writer will try to looking for about the students’
participation and student’ examination score. Nevertheless there are similarity
between participation and engagement but actually it has differences.
Generally, the researcher attempts to analyze some research that used online
learning as main topic. This case happened because the research about PeerWise is
33
researcher have in order to avoid the plagiarism.Third, “Toward constructivism for
adults learners in online learning environment”, the research discuss of examining
the impact of constructivism in online learning environment when focusing on adult
learners. The author of that research develops the connection between constructivism
and adult learning theory. In addition, the paper proposes instructional guidlines
using the constructivist approach in online learning for adults. Fourth, “Evaluation of
evidence-based practices in online learning : A meta-analysis and review of online
learning studies”, the research examined that on average, students in online learning
conditions performed better than those receiving face-to-face instruction. The
difference between student outcomes for online and face-to-face classes measured as
the difference between treatment and control means,divided by the pooled standard
deviation was larger in those studies contrasting conditions that blended elements of
online and face-to-face instruction with conditions taught entirely face-to-face. Fifth,
“Virtual interaction : Design factors affecting student satisfication and perceived
learning in asynchronous online courses”, the research looks at factors affecting
student satisfication with and perceived learning from asynchronous online learning.
It reports on an empirical investigations that explored relationships between students
perceptions and course design factors in 73 SUNY learning network courses in the
spring semester. Sixth,“The learning styles, expectations, and needs of online
students”. The study sought to establish learning styles, expectations, and needs of
34
courses in relation to students’ perceived learning and satisfication”. This study
explored the role of social presence in online learning environments and its
relationship to students’ perceptions of learning and satisfication with the instructor.
A correlational design was used. This study found that students with high overall
perceptions of social presence also scored high in terms of perceived learning and
perceived satisfication with the instructor. Eighth, Performance in e-learning : online
participation and student grades. The findings of the study revealed that greater
online interaction did not lead to significantly higher performance for students
achieving passing grades, however, students who failed in their courses tended to
interact less frequently. Ninth, The Impact of Frequency on Achievement in Online
Courses : A study from a South Texas University. This study addresses this issue by
exploring a case study of over 1600 online learners at a university in South Texas.
Researchers looked at student demographics and activity patterns as they relate to
cognitive outcomes. Factors such as gender and ethnicity which have been found to
play a significant role in success in face-to-face environments, were not found to be
significant in this study. Tenth, Relationship between students’ motivation and their
participation in asynchronous online discussion. This study shows that students’
perceived value, autonomy, competence, and relatedness have different levels of
impact on their online discussion behavior. This study also found that students’
35
moderate-high level over time, although the perceived value had a significant drop
36
CHAPTER III
RESEARCH METHOD
1. Research Design
The design of this research is quantitative correlational. According to Ary,
Jacobs and Sorensen’statement that correlational research produces indexes which
show the direction and the strength of relationship among variables.1 In addition, as
pointed out in a book by Emzir, the purposes of the correlational methodology are to
disclose the relationship of each variable and to know the prediction score of one
variable through score in another variable.2 From the theories, the writer concludes
that correlational research is to identify the relation among variables and to know the
strength of the relationship.
The design is useful to describe and find out the significance correlation
between students’ participation and students’ examination score in PeerWise online
learning. In the same line, Meredith D.Gall, Joyce P.Gall, and Walter R.Borg say that
correlation research is purposed to discover the relationship between variables
through the use of correlational statistyics.3
1
Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, "Introduction to Research in Education", pp. 350.
2
Prof. Dr. Emzir, M.Pd, “Metodologi Penelitian Pendidikan Kuantitatif & Kualitatif ”,Jakarta: PT. Raja GrafindoPersada, 2008, pp.47.
3
Meredith D. Gall, Joyce P. Gall, and Walter R. Borg, "Educational Research: An Introduction ", pp. 320.
37
The aim of this study is to know whether there is any correlation between
students’ participation and their examination scores in PeerWise online learning. The
variables of this study are students’ participation as an independent variable, and
their examination score as the dependent variable. As the purpose of this research is
to find the correlation between these two variables, the appropriate design is
descriptive using correlation.
Through this quantitative using correlation design, this study depends on
statistical principles and analysis in measuring the degree of relationship between the
two variables. Although there are two variables above, it does not mean that it has a
reciprocal causal connection because the two variables are discussed only in order to
know whether there is any correlation between the two variables or not.
The writer used a specific formula to find the extent of the relationship
between the two variables. The relationship was computed to get the correlational
coefficient. The correlational coefficient shows the level of relationship between the
two variables. From this method, the data findings could be well interpreted and
concluded based on the research questions.
2. Research Population and Sample
A. Population
According to Ary, Jacobs, and Sorensen explain that “population is defined as
all members of any well-defined class of people, events, or objects”.4 The population
4
Ibid.,148.
38
of the research is students of English education department at UIN Sunan Ampel
Surabaya. The consideration in choosing the population is because students of
English education department used online learning system named PeerWise as
web-based application.
B. Sample
Sample is the process of selecting units (such as people and organizations)
from a population of interest so that by studying the sample which can fairly
generalize the result to the population from which the uints were chosen.5 The
researcher takes the sample in language testing class that the sample is students’ of
English education departement who used PeerWise as their online learning. The
sample consist of 105 students.
3. Research Subject and Setting
Research will be conducted in UIN Sunan Ampel Surabaya which is located
at Jl.Ahmad Yani, Surabaya, East Java. The setting is chosen based the consideration
that UIN Sunan Ampel Surabaya has object being observed that is PeerWise online
learning. The subject of this study are students of English education departement
who used PeerWise in Language Testing class. The researcher chose students of
English education departement because they used PeerWise web-based application in
their online learning.
5
William Trochim, James P Donnelly, “The research methods knowledge base”, pp.44-45
39
4. Research Variable
The research variable is divided in two variables that are dependent variable
and independent variable. The dependent variable is some aspect of the subjects
behaviour assessed to reflect the effects of the independent variables. The dependent
variable is the experimental counterpart to a response variable. The dependent
variable of this research is students’ examination score. Furthermore, an independent
variable is that variable whose values (or levels) the experimenter selects to
determine what effect this independent variable has on the dependent variable. The
Independent variable is what you (or nature) manipulates – a treatment or program or
cause.6In this research, the dependent and independent variable is the students’
participation in PeerWise online learning. The students’ participation refers to the
participation in PeerWise online learning. There are two activities on PeerWise that
students have to participate, those are : question authoring component and question
answering component. In addition, students’ participation as the independent variable
has two sub-variable which ilustrated below.
6
William Trochim, James P Donnelly, “The research methods knowledge base”, pp.8
40
On the research, the researcher will take only two component. Those are
questioning authoring component and question answering component. To know the
result of students’ participation, it is investigated through the students’ participation
on PeerWise online learning.
The students’ participation assessment on PeerWise web-based application
class is to assess the level of students activities which is high, medium, or low.
Furthermore, the student’s examination score as the dependent variable is the
students’ accomplishment in examination online through Pro prof online system. It is
investigated through the examination score of students in English education
department.
The categorization of students’ examination score as follows :
90 – 100 = excellent
80 – 89 = very good
70 – 79 = good
STUDENTS’ PARTICIPATION
Question authoring component
41
60 – 69 = fair
< 60 = poor
5. Hypothesis
The statement of the hypothesis of this study is as follows
a. Hypothesis Alternative (Ha) : there is significant positive correlation or negative
correlation between students’ participation (X) and their examination score in
PeerWise online learning (Y) at UIN Sunan Ampel Surabaya.
b. Hypothesis Null (Ho) : there is no significant positive correlation or negative
correlation between students’ participation (X) and their examination score in
PeerWise online learning (Y) at UIN Sunan Ampel Surabaya.
6. Data and Source of Data
C.R. Kothari has opinion that primary data are data collected individually for
the first time. Moreover, he defines that secondary data, are data which have already
been collected by someone else and have already been passed through the statistical
process.7 In this research, data of students’ participation is in a form of document
which is taken from PeerWise web-based application. Then, the data of students
examination score is students’ record which collected by lecturer from PeerWise.
Both of data are belong to primary data.
7. Data Collection Technique
7
C. R. Kothari, “Research Methodology: Methods & Techniques”, New Age International. New Delhi. 2004, pp.95
42
The researcher conducts the research in UIN Sunan Ampel Surabaya. The
data are collected by documentation. Before going to the main research, the
researcher conducts preliminary research. Preliminary research is attempted to get
information about the implementation of PeerWisee web-based application in online
learning.
In the preliminary research, the researcher meets the lecturer who applied
PeerWise web-based application and asking about the implementation of PeerWise
in online learning. The obtained data from preliminary research is used to set up the
action of the research. The first data about students’ participation is document which
is taken from PeerWise in Language testing class. The researcher collects the
students’ participation scores in the online learning through the students’ record.
8. Reseacrh Instrument
Research insrument is a means to collect the data. According to Arikunto,
instrument is a tool used in collecting the data for the research.8 The study uses a
document as the research instrument.
Document are “a ready source of data in research as many already exist in the
institutional system”.9 The researcher takes a document from lecturer which is taken
from PeerWise web-based application. Burns states that document has a wide range
of research focus which can be used by the researchers, such as students’ portfolios
8
Suharsimi Arikunto, “Prosedur Penelitian Suatu Pendekatan Praktek”, pp. 112. 9
Anne Burns, "Collaborative Action Research for English Language Teachers", pp140.
