Online Study Groups: Comparison of Two Strategies PROCEEDINGS
Genevieve Johnson, Grant MacEwan College/Athabasca University, Canada ; Julia Johnson, Laurentian University, Canada
World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
One hundred sixty students in an educational psychology course used WebCT Discussions to satisfy one of two study group conditions, peer questioning or mnemonics. Students made postings according to their assigned study strategy in order to facilitate the learning of their group. At the end of the academic term, student permission was obtained to use three types of data for purposes of the investigation: 1) course grades, 2) WebCT records, 3) rating scale responses that assessed personal evaluation of the virtual study groups. There were no academic achievement differences between the two study conditions. However, students in the peer questioning condition made more postings and read more articles than students in the mnemonics group. Correspondingly, students in the peer questioning group reported higher levels of satisfaction with the virtual study experience.
Johnson, G. & Johnson, J. (2005). Online Study Groups: Comparison of Two Strategies. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2025-2030). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 AACE