A Study of Social Facilitation Effect on e-Learning
Naoko Kuga, Teiko Nakano, Yan Cong, Jaeyoung Jung, Shin-ichi Mayekawa, Tokyo Institute of Technology, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
One of the major problems of e-Learning is its high dropout rate due to the lack of learners' motivation. In this study, we introduced the idea of Social Facilitation in order to see if it can improve the learning efficiency. We compared the performances of the following three groups: Control Group A where the standard e-Learning environment is provided, Experimental Group B where other learners?f actual progress and achievement are posted to the participants, and Experimental Group C where the virtual high-level learners?f progress and achievement are posted. The result showed that the learning effectiveness was improved by providing the participants the information on the progress and the achievement of other members. Moreover, providing a?@high?@level progress information was found to be the most effective.?@
Kuga, N., Nakano, T., Cong, Y., Jung, J. & Mayekawa, S.i. (2006). A Study of Social Facilitation Effect on e-Learning. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1659-1664). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)