Abstract—Development and diffusion of computer-mediated communication technology has enabled cooperative learning in virtual settings. Online cooperative learning facilitates learners in a distance collaborate and achieve a common goal. In the online cooperative learning process, SNSs or groupware are used to promote productive communication. In such a learning environment, it is expected that learners might consider not only the learning system or technology but also the learning process useful. However, previous studies have only focused on perceived usefulness of a learning system or technology of OLCL and few studies have focused on the usefulness of the learning process of OLCL. Therefore this study purposed to identify Japanese and Korean students’ perceived usefulness of OLCL. A questionnaire survey targeting 56 university students (29 Japanese and 27 Koreans) who completed OLCL activities was conducted. As a result, 12 usefulness statements were identified as Japanese students’ perceived usefulness of OLCL with four sub-scales: online communication, mutual cooperation, reflection of one’s culture, and encounter with Korea. On the other hand, 11 statements were identified as Korean students’ perceived usefulness of OLCL, including four sub-scales: Japanese expressions, enhancement of writing ability, knowledge of Japanese culture, and encounter with Japanese.

Index Terms—perceived usefulness, online cooperative learning, technology acceptance model, structure analysis

Cite: Hiroki Yoshida, Seiji Tani, Jitsuko Masui, Tomoko Uchida, and Akira Nakayama, "A Comparative Study on Japanese and Korean Students’ Perceived Usefulness of Online Cooperative Learning," Vol. 6, No. 3, pp. 161-166, August, 2015. doi: 10.12720/jait.6.3.161-166