Asynchrony and promotive interaction in online cooperative learning

Abstract

The positive effects of cooperative learning are well-documented in face-to-face environments, but its efficacy in asynchronous online environments remains unclear. Recent experimental research suggests that in comparing face-to-face and synchronous versions of cooperative learning, motivation, achievement, and cooperative perceptions, all decrease under asynchronous online conditions, which raises questions about how and why this occurs. The purpose of this study was to clarify this issue by testing whether asynchrony promotive interaction and moderates the association between cooperative goals and cooperative outcomes, using a repeated-measures experimental–control design. Results indicate that asynchrony affects promotive interaction in a way that disrupts the processes that occur in cooperative learning. Notably, the academic support component of promotive interaction was more susceptible to the effects of asynchrony, as it decreased among asynchronous students over time, particularly among those reporting above-average levels of cooperation, belonging, and positive emotion.