Face-to-face contact at the midpoint of an online collaboration: Its impact on the patterns of participation, interaction, affect, and behavior over time

Computers and Education

Volumn 50, Issue 4, 2008, Pages 1540-1557

  Michinov, Nicolas ^a   Michinov, Estelle ^b  

^a UNIVERSITÉ DE POITIERS   (France)

^b UNIVERSITÉ DE TOURS   (France)

Author keywords

Adult learning; Computer mediated communication; Distance education and telelearning; Distributed learning environments

Indexed keywords

COMMUNICATION SYSTEMS; EDUCATION COMPUTING; HUMAN COMPUTER INTERACTION; INTERACTIVE COMPUTER SYSTEMS; LEARNING SYSTEMS;

ADULT LEARNING; COMPUTER MEDIATED COMMUNICATION; DISTANCE EDUCATION AND TELELEARNING; DISTRIBUTED LEARNING ENVIRONMENTS;

ONLINE SYSTEMS;

EID: 41649110232     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2007.03.002     Document Type: Article

References (66)

1. Alexander P.M. Virtual teamwork in very large undergraduate classes. Computers and Education 47 2 (2006) 127-147
2. Armstrong D.J., and Cole P. Managing distances and differences in geographically distributed work groups. In: Hinds P.J., and Kiesler S. (Eds). Distributed work (2002), The MIT Press, Cambridge, MA 167-186
3. Bales R.F. Interaction process analysis: A method for the study of small groups (1950), University of Chicago Press, Chicago
4. Bales R.F., and Strodtbeck F.L. Phases in group problem-solving. Journal of Abnormal and Social Psychology 46 (1951) 485-495
5. Birnbaum M.H. Human research and data collection via the Internet. Annual Review of Psychology 55 (2004) 803-832
6. Bonk C.J., and Graham C.R. The handbook of blended learning. Global perspectives, local designs (2006), Pfeiffer, San Francisco
7. Brandon D.P., and Hollingshead A.B. Collaborative learning and computer-supported groups. Communication Education 48 (1999) 109-126
8. Carabajal K., LaPointe D., and Gunawardena C.N. Group development in online learning communities. In: Moore M.G., and Anderson W.G. (Eds). Handbook of distance education (2003), Lawrence Erlbaum Associates, Mahwah, New Jersey 217-234
9. Chang A., Bordia P., and Duck J. Punctuated equilibrium and linear progression: Toward a new understanding of group development. Academy of Management Journal 46 1 (2003) 106-117
10. Cohen J. A coefficient of agreement for nominal scales. Educational and Psychological Measurement 20 (1960) 37-46
11. Colis B., and Moonen J. Flexible learning in a digital world: Experiences and expectations (2001), Kogan-Page, London
12. Connolly T., Jessup L.M., and Valacich J.S. Effects of anonymity and evaluative tone in idea generation in computer-mediated groups. Management Science 36 (1990) 97-120
13. Delfino M., and Manca S. The expression of social presence through the use of figurative language in a web-based learning environment. Computers in Human Behavior 23 5 (2007) 2190-2211
14. De Wever B., Valcke M., Schellens T., and Van Keer H. Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers and Education 46 1 (2006) 6-28
15. Dietz-Uhler B., and Bishop-Clark C. The use of computer-mediated communication to enhance subsequent face-to-face discussions. Computers in Human Behavior 17 (2001) 269-283
16. Fahy, P. J. (2006). Online and face-to-face group interaction processes compared using Bales' Interaction Process Analysis (IPA). International Review of Research in Open and Distance Learning, 1, http://www.eurodl.org/materials/contrib/2006/Patrick_J_Fahy.htm (Retrieved March 10, 2006).
17. Flyvbjerg B. Five misunderstandings about case-study research. Qualitative Inquiry 12 2 (2006) 219-245
18. Folger J.P., Hewes D.E., and Poole M.S. Coding social interaction. In: Dervin B., and Voight M.J. (Eds). Progress in communication science (1984), Ablex, Norwood, NJ 115-161
19. Forsyth D.R. Group dynamics. 4th ed. (2006), Brooks/Cole, Pacific Grove, CA
20. Garrison D.R., and Kanuka H. Blended learning: Uncovering its transformative potential in higher education. (The) Internet and Higher Education 7 (2004) 95-105
21. Gersick C.J. Time and transition in work teams: Toward a new model of group development. Academy of Management Journal 31 (1988) 1-41
22. Gersick C.J. Marking time: Predictable transitions in task groups. Academy of Management Journal 32 (1989) 274-309
23. Gibson C.B., and Cohen S.G. Virtual teams that work: Creating conditions for virtual team effectiveness (2003), Jossey-Bass, San Francisco
24. Graham C.R., and Misanchuk M. Computer-mediated learning groups: Benefits and challenges to using groupwork in online learning environments. In: Roberts T.S. (Ed). Online collaborative learning. theory and practice (2003), Idea, Hershey, PA 181-202
25. Henri F. Computer conferencing and content analysis. In: Kaye A.R. (Ed). Collaborative learning through computer conferencing. The Najadan papers (1992), Springer-Verlag, London 117-136
26. Hillman D.C.A. A new method for analyzing patterns of interaction. The American Journal of Distance Education 13 2 (1999) 37-47
27. Holliman R., and Scanlon E. Investigating cooperation and collaboration in near synchronous computer-mediated conferences. Computers and Education 46 (2006) 322-335
28. Johnson D.W., and Johnson R.T. Cooperation and competition: Theory and research (1989), Interaction Book Company, Edina, MN
29. Johnson S.D., Suriya C., Yoon S.W., Berrett J.V., and La Fleur J. Team development and group processes of virtual learning teams. Computers and Education 39 (2002) 379-393
30. Kang I. The use of computer-mediated communication: Electronic collaboration and interactivity. In: Bonk C.J., and King K.S. (Eds). Electronic collaborators learner-centered technologies for literacy apprenticeship and discourse (1998), Lawrence Erlbaum Associates, Mahwah, NJ 315-337
31. Kirkman B.L., Rosen B., Tesluk P.E., and Gibson C.B. The impact of team empowerment on virtual team performance: The moderating role of face-to-face interaction. Academy of Management Journal 47 2 (2004) 175-192
32. Kraut R., Olson J., Banaji M., Bruckman A., Cohen J., and Couper M. Psychological research online: Report of Board of Scientific Affairs' advisory group on the conduct of research on the Internet. American Psychologist 59 (2004) 105-117
33. Martyn M. The hybrid online model: Good practice. Educause Quarterly 1 (2003) 18-23
34. McGrath J.E. Time, interaction, and performance (TIP): A theory of groups. Small Group Research 22 2 (1991) 147-174
35. McGrath J.E., Arrow H., and Berdahl J.L. The study of groups: Past, present, and future. Personality and Social Psychology Review 4 1 (2000) 95-105
36. McGrath J.E., and Tschan F. Temporal matters in social psychology: Examining the role of time in lives of groups and individuals (2004), APA, Washington
37. Michinov E., and Michinov N. Identifying a transition period at the midpoint of an online collaborative activity: A study among adult learners. Computers in Human Behavior 23 3 (2007) 1355-1371
38. Michinov N., Michinov E., and Toczek-Capelle M.-C. Social identity, group processes and performance in synchronous computer-mediated communication. Group Dynamics: Theory, Research, and Practice 8 1 (2004) 27-39
39. Miles M., and Huberman A.M. Qualitative data analysis: A sourcebook of new methods (1988), Sage Publications, London
40. Miller D.B. Roles of naturalistic observation in comparative psychology. American Psychologist 32 (1977) 211-219
41. Moreland R. Transactive memory: Learning who knows what in work groups and organizations. In: Thompson L.L., Levine J.M., and Messick D.M. (Eds). Shared cognition in organization. The management of knowledge (1999), Lawrence Erlbaum Associates, Mahwah, NJ, London 3-31
42. Naidu S., and Järvelä S. Analyzing CMC content for what?. Computers and Education 46 (2006) 96-103
43. Nicol D.J., Minty I., and Sinclair C. The social dimensions of online learning. Innovations in Education and Teaching International 40 (2003) 270-280
44. Olapiriyakul K., and Scher J.M. A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. (The) Internet and Higher Education 9 (2006) 287-301
45. Olson G.M., and Olson J.S. Research on computer-supported cooperative work. In: Helander M.G., Landauer T.K., and Prabha P.V. (Eds). Handbook of human-computer interaction (1997), Elsevier Science, New York 1433-1456
46. Orvis K.L., Wisher R.A., Bonk C.J., and Olson T.M. Communication patterns during synchronous Web-based military training in problem solving. Computers in Human Behavior 18 (2002) 783-795
47. Pena-Shaff J., Martin W., and Gay G. An epistemological framework for analyzing student interactions in computer-mediated communication environments. Journal of Interactive Learning Research 12 1 (2001) 41-68
48. Reisslein J., Seeling P., and Reisslein M. Integrating emerging topics through online team design in a hybrid communication networks course: Interaction patterns and impact of prior knowledge. (The) Internet and Higher Education 8 (2005) 145-165
49. Rocco E. Trust breaks down in electronic contexts but can be repaired by some initial face-to-face contact. Proceedings of the Conference on Human Factors in Computing Systems (1998) 496-502
50. Rovai A.P., and Jordan H.M. Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning (2004). http://www.irrodl.org/content/v5.2/rovai-jordan.html Available online at:
51. Rudestam K.E. Distributed education and the role of online learning in training professional psychologists. Professional Psychology: Research and Practice 35 4 (2004) 427-432
52. Salmon G. E-moderating. The key to teaching and learning online (2000), Kogan Page, London
53. Schellens T., and Valcke M. Fostering knowledge construction in university students through asynchronous discussion groups. Computers and Education 46 (2006) 349-370
54. Short J., Williams E., and Christie B. The social psychology of telecommunications (1976), John Wiley & Sons, London
55. Slavin R.E. Non-cognitive outcomes of cooperative learning. In: Levine J.M., and Wang M.C. (Eds). Teacher and student perceptions: Implications for learning (1983), Laurence Erlbaum Associates, Hillsdale
56. Strijbos J.-W., Kirschner P.A., and Martens R.L. What we know about CSCL. In: Strijbos J.-W., Kirschner P.A., and Martens R.L. (Eds). What we know about CSCL: And Implementing it in higher education (2004), Kluwer Academic Publishers, Dortrecht
57. Strijbos J.-W., Martens R.L., and Jochems W.M.G. Designing of interaction: Six steps to designing computer-supported group based learning. Computers and Education 42 (2004) 403-424
58. Strijbos J.-W., Martens R.L., Prins F.J., and Jochems W.M.G. Content analysis: What are they talking about?. Computers and Education 46 (2006) 29-48
59. Tuckman B.W. Developmental sequence in small groups. Psychological Bulletin 63 (1965) 384-399
60. Tuckman B.W., and Jensen M. Stages of small-group development. Group and Organizational Studies 2 (1977) 419-427
61. Uribe D., Klein J.D., and Sullivan H. The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development 51 (2003) 5-19
62. Wegner D.M. Transactive memory: A contemporary analysis of the group mind. In: Mullen B., and Goethals G.R. (Eds). Theories of group behavior (1987), Springer-Verlag, New York 185-208
63. Wheelan S.A. Group processes: A developmental perspective (1994), Allyn & Bacon, Sidney
64. Wilson J.M., Straus S.G., and McEvily B. All due in time: The development of trust in computer-mediated and face-to-face teams. Organizational Behavior and Human Decision Processes 99 (2006) 16-33
65. Yin R.K. Case study research: Design and methods. 3rd ed. (2003), Sage Publishing, Beverly Hills, CA
66. Zuckerman M. The development of an affect adjective checklist for the measurement of anxiety. Journal of Consulting Psychology 24 (1960) 457-462