Background of the Study
In today’s learning environment, having learners’ engagement by carrying out collective learning activities is crucial factor for emerging meaningful learning outcomes. That’s why it is important to propose learning dynamisms by incorporating critical thinking, problem solving and group based learning activities in the classroom. Based on the constructivism theory (Driscoll, 2005; Duffy & Cunningham, 1996), students could construct their knowledge and promote ideas by active participation on learning activities (Campisi & Finn, 2012; Rosen & Salomon, 2007; Tam, 2000). Discourse based activities help students to share ideas, construct their understandings by having arguments and expressing their mathematical thinking (Chi, 2009). Thus, it is crucial factor for learners in groups to engage with related tasks and responsible to other group members to pursue a goal.
According to Jonassen and Kwon (2001), learning settings could be more effective when learners are active by sharing and discussing their experiences. Current standards in teaching and learning mathematics have emphasized the importance of group based studies for students during mathematics education (NCTM, 2000). Engagement of various student ideas within a group enable students to overcome mathematical problem solving exercises by providing explanations, exchanging ideas and clarifying each other’s statements (Chi, 2009; Gillies, 2000; Webb, 1991). One of the suggested method is the online systems that enable students to share knowledge and interact with their classmates and teachers through interactive learning settings (Stahl, Kochmann & Suthers, 2006; Liu & Tsai, 2008; Stacey, 1998; Sendağ & Odabasi, 2009; Wikeley & Muschamp, 2004). These online facilities, students have the opportunity to broaden their learnings by joining collaborative group activities, participating mathematical discussions and promote each of their understanding (Stahl, 2009).
Depends on the collaborative settings, activities and experiences take place during collaboration mode have a positive effect on participants’ academic and social performances (Barkley et al., 2005; Carini, Kuh, & Klein, 2006; Gillies, 2004; Gunawardena et al., 2001). With the transformation of in-class CPS setting to computerized environment it is crucial to reveal its effectiveness on affective factors. Waxman, Lin & Michko (2003) stated that technology based teaching and learning has a positive and non-significant effect on participants’ affective outcomes. While online cooperative learning has been found to be an effective pedagogical tool on a different subject area, limited research explores affective outcomes of online collaborative problem solving. It is interested in the study that how a collaborative problem solving setting affects students’ learning outcomes. Thus, the current study aimed to reveal
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