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Collaborative Learning Environments: Exploring Student Attitudes and Satisfaction in Face-to-Face and Asynchronous Computer Conferencing Settings
Article

, Temple University, United States ; , Pennsylvania State University—Harrisburg, United States

Journal of Interactive Learning Research Volume 15, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

Ocker, R.J. & Yaverbaum, G.J. (2004). Collaborative Learning Environments: Exploring Student Attitudes and Satisfaction in Face-to-Face and Asynchronous Computer Conferencing Settings. Journal of Interactive Learning Research, 15(4), 427-448. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2019 from .

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Cited By

  1. Assessing the Factors Deemed to Support Individual Student Intrinsic Motivation in Technology Supported Online and Face-to-Face Discussions

    Ronnie H. Shroff, The Hong Kong Institute of Education , Hong Kong; Douglas R. Vogel, City University of Hong Kong, Hong Kong

    Journal of Information Technology Education: Research Vol. 8, No. 1 (Jan 01, 2009) pp. 59–85

  2. An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach

    Ronnie Shroff, The Hong Kong Institute of Education, Hong Kong; Douglas Vogel, City University of Hong Kong, Hong Kong

    International Journal on E-Learning Vol. 9, No. 2 (April 2010) pp. 279–294

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