All three structured interdependence conditions produce higher agreement that team members' sense of obligation to contribute aided learning, compared with no structured interdependence¶

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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Role, reward, and role-plus-reward groups each agreed significantly more than no-interdependence groups that they learned more because teammates knew it was their job to contribute. → 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 results from the four-condition experiment (Table 2, item significant at p < .01); the no-interdependence group mean was 2.32 versus roughly 3.0 in each structured condition. No effect size printed.

"participants in all three types of structured interdependence groups (roles, reward, and role s-plus-reward) had significantly higher agreement with the statement "I was able to learn more because my team members knew it was their job to contribute to the group work," compared to groups with no structured interdependence."

Discussion¶

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