The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xuehan Zhou , Qiujie Li , Di Xu , Amanda Holton , Brian K. Sato
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引用次数: 0

Abstract

Researchers and practitioners of online education have consistently emphasized the importance of facilitating peer interaction and mutual support to create a sense of community, which in turn may enhance motivation, promote extrinsic accountability, and improve learning outcomes. Despite these assertions, experimental evidence on the effects of peer support in college online courses is limited. To address this gap, we conducted a randomized controlled trial to examine the impact of a study-together group intervention on students' academic and non-cognitive outcomes in a for-credit online course at a public four-year college. Our findings indicate that students who were offered a study-together group reported a higher sense of belonging than those who were not. Additionally, students with lower academic preparation and lower baseline motivation demonstrated improved academic performance as a result of this intervention, while students who preferred passive interaction reported increased motivation. However, for students with higher baseline motivation and those who preferred active interaction, the intervention appeared to negatively influence their time management.

利用集体学习促进在线课程参与度和表现的前景:学术和非认知结果的实验证据
在线教育的研究人员和从业者一直强调促进同伴互动和相互支持的重要性,以创造一种社区感,这反过来可能会增强动机,促进外在责任感,并改善学习成果。尽管有这些断言,但关于大学在线课程中同伴支持影响的实验证据是有限的。为了解决这一差距,我们进行了一项随机对照试验,以检验在一所公立四年制大学的学分在线课程中,集体干预对学生学业和非认知结果的影响。我们的研究结果表明,接受共同学习小组的学生比没有接受共同学习的学生有更高的归属感。此外,由于这种干预,学业准备较低、基线动机较低的学生表现出学习成绩的改善,而喜欢被动互动的学生则表现出动机的增强。然而,对于基线动机较高的学生和喜欢积极互动的学生来说,干预似乎对他们的时间管理产生了负面影响。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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