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¶

Claim · All claims
Evidence · 1 study · causal 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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Participants in reward groups agreed significantly more that they benefited from working with others, generated better ideas than they could individually, and that teammates earning high scores mattered. → 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? · causal · r2

Attitude survey administered after the posttest in the four-condition experiment; Table 2 marks the relevant items significant at p < .01 (e.g., reward group mean 4.56 on importance of every member earning a high score vs 3.75 for no interdependence).

"Participants in the reward condition had significantly higher agreement with several attitude statements that reflected benefit from working with others, being able to generate better ideas than they could have done as individuals, and the importance of fellow team mates earning a high score"

Discussion¶

One experiment is recorded (Brewer & Klein 2003); the outcome is self-reported attitude on a post-test survey, not learning, and no effect size is printed. This study's entry on this page does not describe the participants. The same study's entry on the achievement claim describes them as 280 undergraduate business majors, blocked by affiliation motive and randomly assigned to triads; an earlier title called them adult online learners, which no entry for this study says, so the scope now follows that entry. The same study found no achievement difference by type of interdependence.

Related Claims¶

• 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
• In one study of undergraduate business majors in asynchronous online small groups, learners with high affiliation motive agreed more than low-affiliation learners with six of twelve attitude statements about group work — related
• 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
• All three structured interdependence conditions produce higher agreement that team members' sense of obligation to contribute aided learning, compared with no structured interdependence — related
• Participants reported that diverse perspectives raised new questions and affirmed educator contributions — related
• Methods derived from all four theoretical perspectives contribute to achievement gain under certain conditions — related
• Competition raises idea originality for all participants but does not affect fluency or flexibility — related
• Across cultures, classroom arrangements facilitating cooperative learning are more effective in supporting motivation and achievement than individual or competitive goal structures — related
• Higher numbers of interactions are associated with higher posttest scores in asynchronous online small group work — related
• Participants reported that group processing affected their broader university experience and their experiences after university — related
• Anonymous asynchronous online peer review of writing: lower-skill students sometimes felt inferior yet increased determination, while better writers felt they learned less — related
• Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning — related
• Kindergarten triads sharing one computer with three mice and interdependent roles enhanced social skills — related
• Resistance messages in asynchronous discussions elicit most messages with perspectival understanding — related