An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning Presenter: Che-Yu Lin Advisor: Ming-Puu Chen Date: 2009/08/19 1 Fu, F. L., Wu, Y. L., & Ho, H. C. (2009). An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning. Computers & Education, 53(1), 550–562.

Introduction(1/2) The development of information and communication technologies (ICTs) has made available online communication media that are both convenient and inexpensive. Web-based learning differs from conventional learning in that it is student-centered, knowledge-centered, assessment-centered, and community-centered (Lowyck & Poysa, 2001). Learning performance is dependent on the student’s willingness to use course materials and engage in learning in an active manner (Martens, Gulikers, & Bastiaens, 2004; Moreno & Mayer, 2000). Competition and collaborative pedagogies such as team–games– tournament (TGT) and team assisted instruction (TAI) have been proved to be effective techniques to enhance learning performance in a conventional classroom. 2

Introduction(2/2) The learning environment can be seen as a key factor in influencing the level and speed of individual knowledge accumulation (Nonaka & Takeuchi, 1995; Nonaka, Umemoto, & Sasaki, 1998). The literature on Web-based learning performance has failed to develop an adequate model for the relationship between pedagogy and performance. Most e-learning studies are centered around propositions of possible improvement in course materials (Pearson, 2006; Suthers et al., 2003). The purpose of the study is to enhance understanding of how to design Web-based learning courses that effectively stimulate knowledge increase. 3

Theoretical foundations(1/2) Resources on knowledge creation 4

Theoretical foundations(2/2) Motivations for socialization - A framework of pleasure to motivate engagement in work, as developed by Tiger (1992), consists of four types of pleasure that motivate involvement: Physiological - The sensory organs. It consists of pleasures connected with touch, taste. Social - Having a conversation or being part of a group. Psychological - Accomplishing a task through satisfying or unexpected performance. Ideological - The perception of the importance of the task itself. 5

Method(1/5) Research framework 6

7 Method(2/5) This study chose to control for the teaching-materials variable, which directly impacts students’ perceptions of the usefulness of the courseware, and focus instead on how pedagogy in Web-based learning influences the way students navigate their way to learning performance. All research subjects were exposed to a courseware package that instructs them on ‘‘Software 101.” The following hypothesis is proposed: - H1. Perceived social presence of classmates is positively correlated with enjoyment motivation in Web-based learning. - H2. The greater the enjoyment motivation, the higher will be the performance in Web-based learning.

8 Method(3/5) The four pedagogies, created and categorized based on the existence of cooperative and competitive relationships, include: - lower-coopetition, defined as having less collaboration and less competition (LL); - collaboration-intense, defined as collaboration-intensive but with less competition (CO); - competition-intense, defined as competition-intensive but with less collaboration (OP); - coopetition-intense, defined as both collaboration-intensive and competition-intensive (OO).

9 Method(4/5)

10 Method(5/5)

Results(1/2) 11

Results(2/2) 12

Conclusions(1/2) 13 The results of this research indicate that the role of the teacher in a Web-based learning context has indeed been transformed from that of a lecturer into that of a learning facilitator. To achieve satisfactory learning performance, instructors must consider three other factors: teaching materials, student background, and pedagogy. Collaboration-intense learning generates a greater amount of accumulated knowledge during its socialization process. Competitive-intense learning generates more circuits in the knowledge spiral, which is demonstrated by the students’ analytic skills and amount of accumulated knowledge.

Conclusions(2/2) Coopetitive groups reported the best learning performance overall in terms of knowledge level, analytic skills, and synthetic skills. The findings show that the collaborative knowledge-creation model proposed in this study can effectively explain transitions between knowledge levels in Web-based learning. This experiment is limited in the sense that no attempt was made to validate further whether individual knowledge enhancement was observed in the CO and OO groups which demonstrated stronger knowledge enhancement. Future research that compares the effects of different pedagogies should measure individual learning performance as well as group performance. 14