Effects of Computer-Mediated Communication and Belongingness on Constructive Controversy

• In Event: Advances in Cooperative Learning

Abstract

Theory and research support the positive effects of constructive controversy, a cooperative learning procedure involving intellectual conflict among students, on student achievement, motivation, and interpersonal relationships. However, recent research suggests that asynchronous computer-mediated communication (CMC) negatively affects these outcomes. The present study tests three theories by which CMC may moderate constructive controversy by randomly assigning 172 students to a 3 (synchronicity: face-to-face, synchronous, asynchronous) x 3 (belongingness: met, not met, control) experimental-control design. Results suggest that asynchronous online students had decreased motivation and cooperative perceptions and increased relational regulation compared to face-to-face or synchronous online. Belongingness-met students had increased cooperative perceptions and epistemic regulation. Findings suggest that synchronicity and belongingness have an additive effect on face-to-face and online peer learning.

Authors

• Andy Saltarelli, University of Colorado - Boulder

• Cary J. Roseth, Michigan State University

• Chris R Glass, Old Dominion University