Effects of Belongingness and Synchronicity on Face-to-face and Online Cooperative Learning
Link to Paper (PDF)
Abstract Belongingness between students promotes motivation and achievement in face-to-face (FTF) settings, but little is known about its effects in online, computer-mediated settings. This study addresses these issues by testing whether belongingness has additive or buffering effects on constructive controversy, a cooperative learning procedure designed to create intellectual conflict among students. One hundred seventy-one undergraduates were randomly assigned to a 3 (initial belongingness: acceptance, mild rejection, control) x 3 (synchronicity: FTF, synchronous online, asynchronous online) experimental-control design. Results suggest that meeting belongingness needs prior to starting a cooperative learning activity (in both FTF and CMC settings) leads to increased motivation, cooperative perceptions, and achievement. In addition, meeting belongingness needs ameliorated but did not completely offset the negative effects of asynchronous communication.
Pingback:Sessions of interest at #et4online | George Veletsianos