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Abstract

There is a question of whether instructional techniques have the same effect across the face-to-face and computer-mediated modalities. This study examined the effects of synchronicity and belongingness on performance in an undergraduate class in a multicultural environment. Fifty-six undergraduate students from two sections of Business Ethics were randomly assigned to a 3 (synchronicity: face-to-face (FTF,) synchronous computer-mediated communication (SCMC), or asynchronous computermediated communication (ACMC)) by 3 (belongingness: acceptance, mild rejection, control) quasi-experimental design using the constructive controversy technique. The competition was highest in the FTF condition and critical thinking was lowest in the SCMC condition. Mild rejection reduced attitudes toward technology in the ACMC condition but not in the other two boundary conditions. Cultural variables also affected team outcomes. Students high in uncertainty avoidance were more competitive and demonstrated higher levels of epistemic behavior while those high in collectivism reported improved attitudes and cooperation. Implications for theory and practice are discussed.