Higher numbers of interactions are associated with higher posttest scores in asynchronous online small group work¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? A significant positive correlation was found between quantity of interactions and posttest score. → Brewer 2003

Evidence¶

Brewer 2003¶

Brewer, S. A., & Klein, J. D. (2003). Small Group Learning in an Online Asynchronous Environment. https://eric.ed.gov/?id=ED484997

q3 · i? · associational · r2

Correlational analysis within the same experiment relating observed interaction counts from newsgroup transcripts to individual posttest scores; the article reports "a significant positive correlation" with no printed coefficient.

"A correlation analysis was conducted to determine the relationship between posttest score and quantity of interactions and revealed a significant positive correlation, indicating that participants with higher numbers of interactions attained higher posttest scores."

Discussion¶

Learner Variables¶

• Collaboration — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship — the general claim this finding bears on, with the studies behind it

• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — the general claim this finding bears on, with the studies behind it

• Structuring positive interdependence (role, reward, or both) did not affect posttest achievement for undergraduate business majors in asynchronous online small group work — related
• Type of interdependence shifts the nature of interactions: no-structure groups show the most cognitive interactions, role groups the most group processing, and reward groups the most off-task behavior — related
• In one experiment with undergraduate business majors in asynchronous online small groups, reward interdependence raised agreement that group work was beneficial and generated better ideas — related
• A student-led small-group discussion assessment sustained online participation and produced denser peer interaction than a standard teacher-led discussion board — related
• All three structured interdependence conditions produce higher agreement that team members' sense of obligation to contribute aided learning, compared with no structured interdependence — related