Effects of Belongingness and Synchronicity on Online Cooperative Learning

• In Event: Poster Session 9
  In Poster Session: Instructor-Student and Student-Student Interactions in Online Learning Environments

Abstract

Belongingness between students promotes motivation and achievement in face-to-face (FTF) settings, but little is known about its effects in online, computer-mediated settings. This study addresses these issues by testing whether belongingness has additive or buffering effects on constructive controversy, a cooperative learning procedure designed to create intellectual conflict among students. One hundred seventy-one undergraduates were randomly assigned to a 3 (initial belongingness: acceptance, mild rejection, control) x 3 (synchronicity: FTF, synchronous online, asynchronous online) experimental-control design. Results suggest that meeting belongingness needs prior to starting a cooperative learning activity (in both FTF and CMC settings) leads to increased motivation, cooperative perceptions, and achievement. In addition, meeting belongingness needs ameliorated but did not completely offset the negative effects of asynchronous communication.

Author

• Andy Saltarelli, Stanford University