Effects of synchronicity and belongingness on face-to-face and computer-mediated constructive controversy.

Saltarelli, Andy; Roseth, Cary J.

doi:10.1037/a0036898

Cited by 18 publications

(36 citation statements)

References 66 publications

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“…They reached a medium level for Enhanced Online Discussion ( g true¯ = 0 . 53 , 95% CI [0.13, 0.93], k = 5) and Virtual Environments ( g true¯ = 0 . 62 , 95% CI [0.32, 0.91], k = 4). For example, Saltarelli and Roseth (2014) compared the effects of synchronous CMC (via instant text-based chat and real-time coediting of written assignment) with asynchronous CMC (via general text-based chat) in an online educational psychology course. They found that synchronous CMC (i.e., Enhanced Online Discussion) promoted social interdependence, a sense of belonging, and intrinsic motivation, with an ES of 0.52.…”

Section: Resultsmentioning

confidence: 99%

The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

Chen

Wang

Kirschner

et al. 2018

Review of Educational Research

310

137

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This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and these generated the following findings. First, the collaboration had significant positive effects on knowledge gain (ES [effect size] = 0.42), skill acquisition (ES = 0.64), and student perceptions (ES = 0.38) in computer-based learning conditions. Second, computer use led to positive effects on knowledge gain (ES = 0.45), skill acquisition (ES = 0.53), student perceptions (ES = 0.51), group task performance (ES = 0.89), and social interaction (ES = 0.57) in collaborative learning contexts. Third, the use of extra learning environments or tools produced a medium effect for knowledge gain (ES = 0.55), and supporting strategies resulted in an ES of 0.38 for knowledge gain. Several study features were analyzed as potential moderators.

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Section: Resultsmentioning

confidence: 99%

The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

Chen

Wang

Kirschner

et al. 2018

Review of Educational Research

310

137

View full text Add to dashboard Cite

show abstract

“…Contrasted with concurrence seeking, debate, and individualistic learning, constructive controversy results in higher achievement and greater mastery of content, higher level reasoning and metacognitive thought, more accurate understanding of opposing perspectives, more open-mindedness, increased motivation to learn, higher creativity levels and degrees of commitment to solving problems, more positive relationships and appreciation of other positions, and greater self-esteem and liking among participants holding conflicting stances [5]. Recent research shows that the outcomes of constructive controversy deteriorate under asynchronous CMC [3]. However, none of the studies examine the effective implementation of constructive controversy in an online setting and in an Arabic context.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, none of the studies examine the effective implementation of constructive controversy in an online setting and in an Arabic context. As such, we have designed the present study to (a) test whether the findings of Saltarelli and Roseth [3] replicate with an Arabic sample and (b) examine the effects of national culture on psychological and relational processes involved in constructive controversy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…We examined the impact of the delivery mode for course material utilizing the constructive controversy methodology [2], a robust and empirically sound pedagogy, using three different boundary conditions: face-to-face, synchronous, and asynchronous computer-mediated communications (CMC), previously examined by Saltarelli and Roseth [3]. Saltarelli et al's findings demonstrate the deleterious effects of asynchronous communication and the positive impact of belongingness interventions on educational outcomes.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Untitled

2021

IJIBS

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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.

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“…But parallels exist in digital contexts. For example, Saltarelli and Roseth (2014) have shown that cooperation can be enhanced in a digital version of "constructive controversy," a cooperative learning procedure involving argumentation aimed at reaching and raising awareness of an integrated position. Kuhn and Crowell (2011) report dialogic argumentation with middle schoolers using online instant messaging, reporting improved direct counterargument or persuasion over three years.…”

Section: Teaching Skills Of Dialogic Argumentationmentioning

confidence: 99%

Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus

McNaughton¹,

Zhu²,

Rosedale³

et al. 2019

Studia paedagogica

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In this article, we consider the impact of classroom instruction and an online argumentation tool (AT) on students' written argumentation and 21st century skill development. Drawing on a wider study of 1:1 digital schools in Auckland, New Zealand, we examine the three-way relationship between argumentation teaching, student use of an online discussion board, and evidence of perspective taking. Longitudinal data from six elementary schools are analyzed, including 17 observations (in which the teaching focus was a nominated 21st century skill) and 253 student-written posts. Developmental profiles of student argumentation were determined using Kuhn and Crowell's (2011) taxonomy of argumentation function demonstrating potential for (1) instructional focus and (2) practice or "dosage" effects. Integrated student argumentation profiles acknowledging the benefits of other perspectives were found to co-occur with a higher focus on argumentation instruction, but without increases in students' critical reasoning. In addition to focus effects, repeated use of the AT suggests that stronger dosages positively influence student perspective integration. The implications for perspective taking and critical thinking through argumentation are discussed in relation to citizenship and resilience in 21st century digital contexts.

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Effects of synchronicity and belongingness on face-to-face and computer-mediated constructive controversy.

Cited by 18 publications

References 66 publications

The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

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Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus

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