Type of positive interdependence and affiliation motive in an asynchronous, collaborative learning environment
Type of positive interdependence and affiliation motive in an asynchronous, collaborative learning environment
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DOI：
10.1007/s11423-006-9603-3
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发表时间：
2006-08-01
影响因子：
5
通讯作者：
Klein, James D.
中科院分区：
文献类型：
--
作者：
Brewer, Susan;Klein, James D.
在这项研究中，我们研究了异步协作学习环境中积极相互依赖类型（角色、奖励、角色加奖励或无结构）和归属动机（高与低）的影响。大学重新入学的学生在小型、完全在线的讨论小组中一起工作，持续了 7 天。结果表明，给予角色加奖励的小组中的参与者与队友的互动明显多于仅给予奖励或无结构性相互依赖条件的小组。显着的正相关表明互动次数较多的参与者获得了较高的后测分数。然而，根据相互依赖类型或归属动机，在成就方面没有发现显着差异。结果还显示，相互依赖和归属动机的类型对学生的态度有显着影响。讨论了将小组工作整合到在线高等教育环境中的含义。
In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure) and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry students worked together in small, fully online discussion groups that lasted for seven days. Results indicated that participants in groups given roles plus rewards interacted with their teammates significantly more than those given rewards only or no-structured-interdependence conditions. A significant positive correlation suggested that participants with higher numbers of interactions attained higher posttest scores. However, no significant differences were found in achievement by type of interdependence or by affiliation motive. Results also revealed that type of interdependence and affiliation motive had a significant impact on student attitudes. Implications for integrating small group work in online higher education settings are discussed.