The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers

  •  Shih-Hsiung Liu    


This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers’ sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile Collaborative Learning Facebook Group from July 2015 to October 2015. During participating in the Facebook Group, pre-service teachers were required to achieve various tasks regarding collaborative learning. A questionnaire, consisting of three sections, frequency, sense of community, and perceptions of learning and perceptions of collaborative learning, was developed and validated. All participants were required to fill in the questionnaire at the last week of the project’s schedule. This study concludes that high browsing frequency on Facebook Group could positively facilitate the sense of community and perceptions of collaborative learning among pre-service teachers; while high frequency of posting and responding to messages on Facebook Group merely promotes perceptions of collaborative learning. The conclusion identifies that assigned tasks like posting and responding to messages regarding school field-based experiences are necessary in mobile collaborative learning among pre-service teachers.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

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