ABSTRACT
The recent outbreak of COVID-19 posed discontinuous disruption to traditional learning modes worldwide. In order to keep social distance, online collaborative learning has become a necessity during the pandemic. However, our understanding of students' well-being and satisfaction with online collaborative learning is limited, especially during the COVID-19 period. Leveraging expectation confirmation theory, this study focuses on the triggers and inhibitors of students' cognitive load during online collaborative learning process and their subsequent satisfaction with the learning mode during the pandemic. We used a mixed-method approach in this study. We conducted a qualitative study with interview data and a quantitative study with surveys. The results indicate several psychological and cognitive antecedents of students' cognitive load during online collaborative learning. Findings also indicate that a high level of cognitive load will decrease students' perceived usefulness of the online learning platform and expectation confirmation, thus leading to a low level of satisfaction with online collaborative learning. This study can provide theoretical and practical implications for a better understanding of online student groups' satisfaction with online collaborative learning during the COVID-19 period.
ABSTRACT
It has been argued that moral problems in relation to Information Technology (IT) require new theories of ethics. In recent years, an interesting new theory to address such concerns has been proposed, namely the theory of Information Ethics (IE). Despite the promise of IE, the theory has not enjoyed public discussion. The aim of this paper is to initiate such discussion by critically evaluating the theory of IE.
