Abstract

This study investigated the effects of positive interdependence and group processing on student achievement and attitude in online learning. Students in three university courses received initial instruction about teamwork skills and cooperative learning and were randomly assigned to one of three treatment groups in each course. The “positive interdependence” and the “group processing” groups received subsequent associated skills training. The “no structure” control group received no additional training. Following the treatment, the “positive interdependence” groups had significantly higher achievement than the “group processing” or the “no structure” groups. There was no significant difference among any of the three groups on student attitude.

Citation

Nam, C.W. & Zellner, R.D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56(3), 680-688. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/50842/.

Keywords

• academic achievement
• Attitude Measures
• College Students
• Comparative Analysis
• Computer Uses in Education
• Cooperative learning
• Cooperative/collaborative learning
• electronic learning
• Group Activities
• Interactive Learning Environments
• online courses
• Peer Relationship
• post-secondary education
• Skill Development
• student attitudes
• teaching methods
• Teaching/Learning Strategies
• teamwork