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Asynchronous Computer-mediated Communication versus Face-to-face Collaboration: Results on Student Learning, Quality and Satisfaction

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  • Rosalie J. Ocker

    (School of Business Administration, Pennsylvania State University at Harrisburg)

  • Gayle J. Yaverbaum

    (School of Business Administration, Pennsylvania State University at Harrisburg)

Abstract

Although there has been more than a decade of literature on computer-mediated communication in education, the research has been unclear as to whether it is an effective replacement for face-to-face (FtF) collaboration. This study sought to add to this body of research by exploring the effects of two modes of collaboration on student groups. Following a repeated-measures experimental design, each student group collaborated on two case studies, one using face-to-face collaboration and the other using asynchronous computer conferencing technology as a means of collaboration. Empirical findings indicate that asynchronous collaboration is as effective as face-to-face collaboration in terms of learning, quality of solution, solution content, and satisfaction with the solution quality. However, students were significantly less satisfied with the asynchronous learning experience, both in terms of the group interaction process and the quality of group discussions.

Suggested Citation

  • Rosalie J. Ocker & Gayle J. Yaverbaum, 1999. "Asynchronous Computer-mediated Communication versus Face-to-face Collaboration: Results on Student Learning, Quality and Satisfaction," Group Decision and Negotiation, Springer, vol. 8(5), pages 427-440, September.
    • Handle: RePEc:spr:grdene:v:8:y:1999:i:5:d:10.1023_a:1008621827601
    DOI: 10.1023/A:1008621827601
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    References listed on IDEAS

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    1. Michael H. Zack, 1993. "Interactivity and Communication Mode Choice in Ongoing Management Groups," Information Systems Research, INFORMS, vol. 4(3), pages 207-239, September.
    2. Raquel Benbunan-Fich & Starr Roxanne Hiltz, 1999. "Impacts of Asynchronous Learning Networks on Individual and Group Problem Solving: A Field Experiment," Group Decision and Negotiation, Springer, vol. 8(5), pages 409-426, September.
    3. Dorothy E. Leidner & Sirkka L. Jarvenpaa, 1993. "The Information Age Confronts Education: Case Studies on Electronic Classrooms," Information Systems Research, INFORMS, vol. 4(1), pages 24-54, March.
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    Cited by:

    1. Kennedy, Deanna M. & Sommer, S. Amy & Nguyen, Phuong Anh, 2017. "Optimizing multi-team system behaviors: Insights from modeling team communication," European Journal of Operational Research, Elsevier, vol. 258(1), pages 264-278.
    2. Woerner, Stephanie L. & Yates, JoAnne & Orlikowski, Wanda J., 2007. "Conversational Coherence in Instant Messaging and Getting Work Done," Working papers 37284, Massachusetts Institute of Technology (MIT), Sloan School of Management.
    3. Baltes, Boris B. & Dickson, Marcus W. & Sherman, Michael P. & Bauer, Cara C. & LaGanke, Jacqueline S., 2002. "Computer-Mediated Communication and Group Decision Making: A Meta-Analysis," Organizational Behavior and Human Decision Processes, Elsevier, vol. 87(1), pages 156-179, January.
    4. Ingmar Geiger, 2014. "Media Effects on the Formation of Negotiator Satisfaction: The Example of Face-to-Face and Text Based Electronically Mediated Negotiations," Group Decision and Negotiation, Springer, vol. 23(4), pages 735-763, July.
    5. Bruce A. Reinig & Ira Horowitz & G. E. Whittenburg, 2011. "A Longitudinal Analysis of Satisfaction with Group Work," Group Decision and Negotiation, Springer, vol. 20(2), pages 215-237, March.

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