This study investigates the impact of online synchronous audio and video systems on the performance of cooperative learning in decision making and intellective tasks.
In total, 156 subjects, divided into 46 groups, were invited to resolve decision and intellective tasks in text messaging and audio conferencing e‐learning environments.
For decision‐making tasks, audio conferencing has a significant impact on cooperative learning satisfaction but not on learning performance; while for intellective tasks, neither audio conferencing nor text messaging has an impact on cooperative learning outcomes. There are no cross‐effects between platforms and task types on cooperative learning outcomes. The results indicate that the main effects of platforms and task types are independent. In other words, the impact of platforms on group discussion processes can be examined without the need of considering task types, since the latter will not affect the impacts of platforms.
The main effects of information richness and task types are independent. Major limitation is that the student sample may not be sufficiently representative to allow wider generalization of the findings of this study.
The main effects of information richness and task types are independent as far as learning outcomes are concerned. The learners' attitude toward the synchronous learning system significantly affects the satisfaction of synchronous online cooperative learning.
This study uses empirical data to validate the hypothesized relationships between the independent variables of online synchronous learning systems (audio‐ and text‐based), the moderating variable of task types (decision making vs intellective) and the dependent variable of learning outcomes.
Chen, C.C., Wu, J. and Yang, S.C. (2006), "The efficacy of online cooperative learning systems: The perspective of task‐technology fit", Campus-Wide Information Systems, Vol. 23 No. 3, pp. 112-127. https://doi.org/10.1108/10650740610674139
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