The effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments |
| |
| Affiliation: | 1. Department of Psychology, Babes-Bolyai University, Cluj Napoca, Romania;2. Department of Psychology, West University of Timisoara, Timisoara, Romania;3. Clinica Universitara de Terapii si Consiliere PsihoPedagogica, West University of Timisoara, Romania;4. Department of Organization, Open University of the Netherlands, Heerlen, the Netherlands;1. The Hong Kong Institute of Education, Hong Kong;2. The University of Hong Kong, Hong Kong;3. Palawan State University, Philippines |
| |
| Abstract: | This study investigated the effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments. Students in one university course were randomly assigned to one of the two treatment groups after they took part in a common initial workshop on general cooperative learning skills. The “trust” and the “constructive controversy” groups received subsequent associated skills training. The overall results indicated that after each group received the treatment during online cooperative group activities, the “trust” groups had significantly higher achievement than the “constructive controversy” groups. In addition, the “trust” groups had significantly more positive attitudes toward online cooperative learning than the “constructive controversy” groups. Specifically, using “trust” building strategies was significantly more effective than using “constructive controversy” strategies for improving the ‘openness and sharing’ and ‘acceptance and support’ components of student attitudes in online cooperative learning environments. |
| |
| Keywords: | Trust Constructive controversy Online cooperative learning |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
