Comparing the Impact of E-Learning based on Constructivist Oriented Approach with Collaborative Learning on University Students' Cognitive Function

Subject Areas : Educational management

Shaghayegh Rezapanah ¹ , Masoud Ahmadi ²

1 - M.A. in Curriculum Planning, Sari Branch, Islamic Azad University, Sari, Iran
2 - Assistant Professor of Management Department, Sari Branch, Islamic Azad University, Sari, Iran

Received: 2014-05-15 Accepted : 2014-10-17 Published : 2015-05-01

Keywords: e-learning, constructive oriented approach, collaborative learning, Cognitive function,

Abstract :

This study aimed at comparing the impact of constructivist-oriented E-learning with collaborative learning on the cognitive function of students at Islamic Azad University of Sari Branch in 2012-2013. This study adopted a quasi-experimental design. The statistical population consisted of 125 male and female students at 2 educational planning classes, among whom 44 subjects (in two 22 individual gender-based classes) were chosen as the sample based on random cluster sampling. The data collection tool to measure the cognitive function was a final multiple choice exam questionnaire with a reliability of α=0.80 applied as a post-test for both experimental and control groups. The data were analyzed via descriptive statistics (including frequency, percentage, mean and standard deviation) and the inferential statistics (including independent two-sample test) using SPSS software. The results of the study showed that cognitive function in electronics group with constructivist approach was higher than that of the collaborative group. Also, there was no significant difference for cognitive function among men in both groups, but there was a significant difference among women in both groups and no meaningful difference was found for cognitive function by separating work experience and the educational majors in the two groups.

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