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Cooperative learning in graduate student projects: Comparing synchronous versus asynchronous collaboration
ARTICLE

, APPC Research Australia AND State University of New York USA, United States Minor Outlying Islands

Journal of Interactive Learning Research Volume 24, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Cooperative learning was applied in a graduate project management course to compare the effectiveness of asynchronous versus synchronous online team meetings. An experiment was constructed to allocate students to project teams while ensuring there was a balance of requisite skills, namely systems analysis and design along with HTML/Javascript programming. The project was constructed with a level of difficulty that required cooperative learning for high marks. The treatment in the experiment was requiring the control group to use an asynchronous discussion forum for project meetings, and the test group to use synchronous video, audio, and text messaging for their team meetings. Prior ability was measured and numerous controls were imposed.

Citation

Strang, K. (2013). Cooperative learning in graduate student projects: Comparing synchronous versus asynchronous collaboration. Journal of Interactive Learning Research, 24(4), 447-464. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2019 from .

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