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How interpersonal- and classroom communication interventions can affect online cooperative learning: An experimental study
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, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In the face-to-face classroom, the behavior of peers, cooperative work partners, and implicit information about behavioral expectations influence students’ task engagement, motivation, and performance. This study explored the question of whether and how such influences can be leveraged productively online. Specifically, we tested two communication interventions: (1) at the interpersonal level, via cooperative messages provided by confederates, and (2) at the classroom level, via explicit descriptive norm messages about others’ level of task completion. Target outcomes were clearly affected favorably by the former, suggesting potential practical applications, while norms-related messages led to mixed results.

Citation

Klautke, H. & Roseth, C. (2016). How interpersonal- and classroom communication interventions can affect online cooperative learning: An experimental study. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 274-277). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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