Computer-mediated Constructive Controversy: The Effects of Synchronous and Medium on on Academic Achievement, Motivation, and Attitudes

ID: 32105 Type: Brief Paper
  1. Cary Roseth, Andy Saltarelli, and Chris Glass, Michigan State University, United States

Tuesday, March 8 3:05-3:25 PM Location: Tulip Grove E

No presider for this session.

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.

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