Amy W. Ray
Bentley College
Doug Roberts
Appalachian State University
Marilyn Greenstein
Arizona State University West
Abstract: This study examines performance differences between group (collaborative) and individual learning in an audio and text enabled synchronous, virtual learning environment. Group and individual responses to instructor questions during case analyses and problem solving tasks are analyzed. Quantitative and qualitative methods were employed to measure participant performance. Study results suggest that group activities lead to higher perceived learning, more favorable attitudes toward the virtual learning environment, and higher quality responses than individual activities in a virtual learning environment. The results also indicate that initial perceptions by the participants about their own abilities and whether they enjoy computers are less important for group members than individuals.
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