The synergistic Web environment provide for collaborative and active learning by its students. To understand the internal beliefs and motivations within a Web-based educational environment, an integrated Web-based learning model was proposed. The model contains the following external variables: courseware, pedagogic design and specification, and the internal beliefs that motivate learning activities. A laboratory experiment was conducted to investigate the influence of coopetitive pedagogic design on learning performance within the integrated Web-based learning model. The valid sample consisted of 138 participants. The results indicate that coopetitive pedagogic design did have an impact on the virtual classroom’s atmosphere (i.e. social presence, perceived competition and cooperation), motivations for learning (i.e. enjoyment and challenge), and learning performance (i.e. flow and performance). The integrated model of Web-based learning is thus an effective model for predicting learning performance.
Lecture Notes in Computer Science 4469, pp.293-304