Impact of Asynchronous and Synchronous Internet-Based Communication on Collaboration and Performance among K-12 Teachers
American Educational Research Association Annual Meeting,
This study investigated the use of asynchronous (mailing lists) and synchronous (chat sessions) Internet-based communication and their impact on teachers' attitude toward collaboration, activity completion rates, and test performance. The study also investigated the impact of collaboration on activity completion rates and teacher performance measured by objective tests. The treatment was an interactive web-based course designed to enhance the collaborative teaching and learning communities of participating educators as they acquired Internet skills. Participants had access to chats and were members of two course-related mailing lists. They completed a pretest that assessed their Internet skills in the areas of searching and using e-mail. Following the pretest, they completed tutorials specific to these skill areas; then they completed a posttest. The study used two instruments, the "Stages of Concern Instrument: Attitudes Toward the Internet" and a criterion-reference performance test. Researchers logged use of mailing lists and Internet chats to measure engagement in Internet-based communication as a collaborative tool. Data analysis indicated that attitudes toward collaboration did not affect test performance, though there was a relationship between attitudes toward collaboration and use of Internet-based communication. (Contains 17 references.) (SM)
Ohlund, B., Andrews, S., Yu, C.H., Jannasch-Pennell, A. & DiGangi, S.A. (1999). Impact of Asynchronous and Synchronous Internet-Based Communication on Collaboration and Performance among K-12 Teachers. Presented at American Educational Research Association Annual Meeting 1999.
Cited ByView References & Citations Map
Gyeong Mi Heo, McGill University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 1594–1597
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