Collaborative Learning Environments: Exploring Student Attitudes and Satisfaction in Face-to-Face and Asynchronous Computer Conferencing Settings
Save to My Collections
Ocker, R.J. (2001). Collaborative Learning Environments: Exploring Student Attitudes and Satisfaction in Face-to-Face and Asynchronous Computer Conferencing Settings. Journal of Interactive Learning Research, 12(4), 427-448. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21867.
Journal of Interactive Learning Research
Volume 12, Issue 4, October 2001
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
More Information on JILR
Although collaborative learning techniques have been shown to enhance the learning experience, it is difficult to incorporate these concepts into courses without requiring students to collaborate outside of class. There is an ever increasing number of nontraditional university students who find it difficult to schedule the necessary meetings with team members to accomplish collaborative tasks. This empirical study explored the impact on nontraditional students of using asynchronous conferencing technology to complete collaborative teamwork. Following a repeated-measures experimental design, each student team collaborated on two assignments, one using face-to-face collaboration and the other using asynchronous computer conferencing technology for collaboration. Empirical findings indicate that, although students in both treatments were equally satisfied with the quality of the collaborative solution that they produced, students were more satisfied with the face-to-face collaboration process. Preexperiment attitudes toward collaboration were successful in predicting student satisfaction with the face-to-face collaboration process, but not the asynchronous process. Compared to women, men were more comfortable with the concept of collaborative team assignments. However, women were more satisfied with asynchronous collaboration compared to men.
- Supporting E-Learning with Technologies for Electronic Documents
- Generation Y Learning in the 21st Century: Integration of Virtual Worlds and Cloud Computing Services
- Usage Analysis in Learning Systems
- Web 2.0 Enabled Blended Learning
- Collectives, Networks and Groups in Social Software for E-Learning
- Open social software applications and their impact on distance education
- e-Learning platforms for Semantic Web
- Changing Learning with Mobile, Paperless eBooks.
- Learning Objects in Context
- Assessing Social Ability in Online Learning Environments
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.