Scripting and Synchronicity in Online Discussions

• In Event: 49.058 - New Developments in Cooperative Learning

Abstract

Building on theories of social interdependence and social information processing theory, this study used a 3 (group synchronicity: synchronous group, asynchronous group, asynchronous individual) X 3 (summary: scripted summary, unscripted summary, no summary) factorial design to explore how the constructs of synchronicity and scripting affect student perceptions of social interdependence, motivation, conflict regulation, and achievement in computer-supported collaborative learning in a graduate level nursing course. Results indicate that students working individually had higher academic efficacy than the students working in groups, and students who completed a scripted summary activity had higher academic achievement that those who completed an unscripted summary activity or no summary activity. Implications for theory and practice are discussed.

Authors

• Amy T. Peterson, Michigan State University

• Cary J. Roseth, Michigan State University