Computer-mediated Constructive Controversy: The Effects of Synchronous and Medium on on Academic Achievement, Motivation, and Attitudes
PROCEEDINGS
Cary Roseth, Andy Saltarelli, Chris Glass, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The present study compared the effects of synchronicity and medium on online computer-mediated versions of the cooperative learning procedure, constructive controversy, randomly assigning 83 undergraduates to a 2 (synchronicity: synchronous, asynchronous) x 3 (medium: video, audio, text) experimental factorial design. For academic achievement, only 62% of asynchronous online students completed the procedure compared to 100% of synchronous online students. Results also showed that, compared to synchronous online students, cooperative perceptions declined and individualistic perceptions increased among asynchronous students, resulting in motivational declines and more negative attitudes toward the activity and their partner. Findings suggest that synchronicity but not medium plays an important role in computer-mediated versions of constructive controversy.
Citation
Roseth, C., Saltarelli, A. & Glass, C. (2011). Computer-mediated Constructive Controversy: The Effects of Synchronous and Medium on on Academic Achievement, Motivation, and Attitudes. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 701-704). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/36357/.