Effects of Computer-Mediated Communication and Synchronicity in a Hybrid Course

• In Event: 49.069 - Online Teaching and Learning SIG Paper Session 2

Abstract

Cooperative learning is associated with positive outcomes but little is known about how cooperative processes may be affected by computer-mediated communication (CMC). This study investigated how CMC affects perceptions of learning activities in a hybrid class. Social interdependence theory is used as a framework for examining cooperative perceptions and multitasking behavior in three contexts: face-to-face (FTF), synchronously online, and asynchronously online. Fourteen students participated in a hybrid course that blended FTF students with synchronous online students. As predicted, cooperative perceptions decreased and individualistic perceptions increased during asynchronous activities. Multitasking behavior was more likely when students were asynchronous than when synchronous. For practice, results suggest synchrony, but not medium, has an important influence on students’ cooperative perceptions and multitasking behavior.

Authors

• Karen Virginia Bedell, Michigan State University

• Cary J. Roseth, Michigan State University