Online Discussion Forums: The Effects of Synchronicity and Scripting
Abstract: This paper is a report of a study that examines whether interventions built on collaborative learning principles can positively influence learner performance in asynchronous discussion in a post-secondary, online course. Building on theories of social interdependence and social information processing theory, this study used a 3 (group synchronicity: synchronous group, asynchronous group, asynchronous individual) X 3 (summary: scripted summary, unscripted summary, no summary) factorial design to explore how the constructs of synchrony and scripting affect student perceptions of cooperation, motivation, and achievement in a graduate level nursing course. Results indicate that students working individually had higher academic efficacy than the students working in groups, and students who completed a scripted summary activity had higher academic achievement that those who completed an unscripted summary activity or no summary activity. Implications for theory and practice are discussed.
Presider: Gilbert Kalonde, Montana State University