ERIC Number: EJ784228
Record Type: Journal
Publication Date: 2006-Aug
Reference Count: 0
Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment
Brewer, Susan; Klein, James D.
Educational Technology Research and Development, v54 n4 p331-354 Aug 2006
In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure) and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry students worked together in small, fully online discussion groups that lasted for seven days. Results indicated that participants in groups given roles plus rewards interacted with their teammates significantly more than those given rewards only or no-structured-interdependence conditions. A significant positive correlation suggested that participants with higher numbers of interactions attained higher posttest scores. However, no significant differences were found in achievement by type of interdependence or by affiliation motive. Results also revealed that type of interdependence and affiliation motive had a significant impact on student attitudes. Implications for integrating small group work in online higher education settings are discussed.
Descriptors: Student Attitudes, Discussion Groups, Cooperative Learning, Correlation, Scores, Rewards, Educational Environment, Reentry Students, Student Role, College Students, Student Motivation, Computer Mediated Communication, Interpersonal Communication, Pretests Posttests, Educational Technology
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A