Abstract
The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation of computer-mediated collaboration in distance learning are discussed.
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During article preparation, he was a PhD student at Arizona State University (ASU), Tempe.
The views expressed in this article are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the United States government.
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Uribe, D., Klein, J.D. & Sullivan, H. The effect of computer-mediated collaborative learning on solving III-defined problems. ETR&D 51, 5–19 (2003). https://doi.org/10.1007/BF02504514
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DOI: https://doi.org/10.1007/BF02504514