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Technologies that Assist in Online Group Work: A Comparison of Synchronous and Asynchronous Collaboration Technologies on Students’ Learning and Community
PROCEEDINGS

, Liberty University, United States

EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

While the benefits of online group work completed using asynchronous CMC technology is documented, researchers have identified a number of challenges that result in ineffective and unsuccessful online group work. Fewer channels of communication and lack of immediacy when compared to face-to-face group work are a few of the noted limitations. Thus, research is needed to improve the online group work experience. As computer-mediated communication (CMC) technology has been identified as a critical element in effective online education, this study examines if the type of CMC technology used to complete online group projects influences online graduate students’ course points and community of inquiry (i.e. social presence, cognitive presence, and teacher presence). A casual comparative research design and a one-way multivariate analysis of variance (MANOVA) was used. Results yield a significant difference in three of dependent variables based on the type of technology used for online gro

Citation

Rockinson-Szapkiw, A. (2014). Technologies that Assist in Online Group Work: A Comparison of Synchronous and Asynchronous Collaboration Technologies on Students’ Learning and Community. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 672-677). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2020 from .

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