The effects of cooperation scripts and technology implementation on cooperative learning

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this experimental study was to determine the impact of two modes of cooperation, scripted and unscripted cooperation, in face-to-face and computer-mediated environments on academic performance, affective and motivational outcomes, and social ability. The study also examined whether individual academic goal orientation interacted with cooperation scripts and technology implementation to impact outcome measurements. The experimental study adopted a mixed design with a counterbalanced within-subject design. Results showed that there were statistically significant differences on self-efficacy based on cooperation script, and on task value based on goal orientation. Cooperation scripts were found to interact significantly with technology to influence task value and with the instructional sequence to influence paper grade. Moreover, the study discovered that the goal orientation variable significantly interacted with technology implementation, cooperation script, and the instructional sequence or on all three variables for examination, self-efficacy, group efficacy, solution satisfaction, and social ability. Five themes emerged from qualitative analysis of interviews, including challenges participants faced, social nature of the online cooperative learning experience, the benefits participants discovered of using scripted instructions, using responsibility and interdependence as individual motivators, and learning processes were supported through cooperation.