Abstract
The use of social technology in classroom has shown various results. This paper focuses on using social technology as a case-based learning tool. A total of 116 students in a public university in Thailand were formed into teams, and spent two weeks in discussing a Harvard business case via the social technology; Edmodo. After the experiment, an online survey is conducted with these participants to assess the individual learning performance in case-based learning via social technology. Task-technology fit (TTF) was also used to assess the impact on learning performance and the tasks that the students perform by using Edmodo as a learning tool. Our findings suggest that social technology be used as a fit learning tool to improve students’ understanding of business cases. We concluded that the higher perceived task-technology fit for the social technology, the better learning performance in both near and far knowledge for the students.
Recommended Citation
Ractham, Peter and chen, charlie, "The Efficacy of Social Learning Technology on Case-based Learning: A Task-Technology Perspective" (2012). AMCIS 2012 Proceedings. 9.
https://aisel.aisnet.org/amcis2012/proceedings/ISEducation/9
The Efficacy of Social Learning Technology on Case-based Learning: A Task-Technology Perspective
The use of social technology in classroom has shown various results. This paper focuses on using social technology as a case-based learning tool. A total of 116 students in a public university in Thailand were formed into teams, and spent two weeks in discussing a Harvard business case via the social technology; Edmodo. After the experiment, an online survey is conducted with these participants to assess the individual learning performance in case-based learning via social technology. Task-technology fit (TTF) was also used to assess the impact on learning performance and the tasks that the students perform by using Edmodo as a learning tool. Our findings suggest that social technology be used as a fit learning tool to improve students’ understanding of business cases. We concluded that the higher perceived task-technology fit for the social technology, the better learning performance in both near and far knowledge for the students.