The effects of individual and collaborative problem-based learning using an online asynchronized learning tool on critical thinking abilities, academic achievements, and attitudes toward internet use

ivABSTRACTThe aim of the research, in which the posttest-only, equivalent-groups trueexperimental design used, is to investigate the effects of individual or collaborativeproblem-based learning using an online asynchronized learning tool on criticalthinking abilities, academic achievements, and attitudes toward internet use.The samples of the study were the seventy students, taking the Introduction tothe Computer course in their second year, in the department of Turkish Languageand Literature in the Gazi Faculty of Education in Gazi University. Thirty fivestudents were assigned to each groups (individual or collaborative) randomly so thatboth groups were equivalent.Two students in the collaborative groups and one student in the individualgroup could not participate to the applications during the three weeks, so the posttestpoints of these three students were not used in analysis. The thirty three collaborativestudents were divided into six groups including for and three groups including threestudents.The analysis, done using one way ANOVA, showed that there was ameaningful difference between the individual and collaborative students criticalthinking postest points in the favour of collaborative students (F(1-65)=4,333, p<,05).The individual groups? posttest average was ( X =2,76) and the collaorative groups?critical thinking posttest average was ( X =3,06). On the other hand, no meaningfuldifferences were found on the academic achievement averages of both groups (F(1-65)=,825, p>,05) or on their attitudes averages toward internet use (F(1-65)=,41, p>,05).