You are here:

Comparing Productive Online Dialogue in Two Group Styles: Cooperative and Collaborative

American Journal of Distance Education Volume 18, Number 2, ISSN 0892-3647


This study examined the influence of group structures upon six groups of distributed graduate students as they pursued a six-week problem-based learning activity by communicating in an asynchronous computer conference. Henri and Rigault's (1996) content analysis framework and Howell-Richardson and Mellar's (1996) guidelines for interconnectedness of messages were used to analyze the messages. In addition, learners' perceptions of interdependence and intersubjectivity were gauged from a self-reported survey developed by the researcher. Overall comparisons revealed that group conferences with role assignment had higher levels of interconnected messages. Weekly comparisons also indicated higher perceptions of intersubjectivity and deep processing for the role assignment group during the initial weeks of the activity. Over time, however, these levels equalized across group structures.


Rose, M.A. (2004). Comparing Productive Online Dialogue in Two Group Styles: Cooperative and Collaborative. American Journal of Distance Education, 18(2), 73-88. Retrieved July 20, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact