Does cooperative e-learning improve graduate student project outcomes?
by Kenneth David Strang
International Journal of Technology Enhanced Learning (IJTEL), Vol. 5, No. 1, 2013

Abstract: Cooperative learning was applied in an online graduate project management course to compare the effectiveness of asynchronous versus synchronous online team meetings. A quasi-experiment was constructed to allocate students to project teams while ensuring there was a balance of requisite skills, namely systems analysis and design along with HTML/Javascript programming. The project was constructed with a level of difficulty that required cooperative learning for high marks. The treatment in the experiment required the control group to use an asynchronous discussion forum for project meetings, and the test group to use synchronous video, audio, and text messaging for their team meetings. Prior ability was measured and numerous experimental controls were imposed.

Online publication date: Tue, 20-Aug-2013

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Technology Enhanced Learning (IJTEL):
Login with your Inderscience username and password:

    Username:        Password:         

Forgotten your password?


Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com