Silva, M., & Herman, G., & Jiang, Y., & Poulsen, S., & West, M., & Jiang, Y. (2022, August), An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41212

\bibitem{asee_peer_41212}
  Silva, M., \& Herman, G., \& Jiang, Y., \& Poulsen, S., \& West, M., \& Jiang, Y. (2022, August), \emph{An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41212

Mariana Silva, Geoffrey Herman, Yucheng Jiang, Seth Poulsen, Matthew West, and Yueqi Jiang.  "An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41212 Internet.  19 Apr, 2024

\bibitem{asee_peer_41212}
  Mariana Silva, Geoffrey Herman, Yucheng Jiang, Seth Poulsen, Matthew West, and Yueqi Jiang.
  "An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41212 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_41212
author = "Mariana Silva, Geoffrey Herman, Yucheng Jiang, Seth Poulsen, Matthew West, and Yueqi Jiang"
title = "An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41212}
number = {10.18260/1-2--41212}
}

TY  - CPAPER
AB  - Collaborative learning can improve student learning, student persistence, and the classroom climate. While work has documented the tradeoffs of face-to-face collaboration and asynchronous, online learning, the trade-offs between asynchronous (student-scheduled) and synchronous (instructor-scheduled) collaborative and online learning have not been explored. Structured roles can maximize the effectiveness of collaborative learning by helping all students participate, but structured roles have not been studied in online settings. We performed a quasi-experimental study in two courses -- Computer Architecture and Numerical Methods -- to compare the effects of asynchronous collaborative learning without structured roles to synchronous collaborative learning with structured roles. We use a data-analytics approach to examine how these approaches affected the student learning experience during formative collaborative learning assessments. Teams in the synchronous offering made higher scoring submissions (5-10% points better on average), finished assessments more efficiently (11-16 minutes faster on average), and had greater equality in the total number of submissions each student made (for example, significant increase of 13% in the mean equality score among all groups).
AU  - Mariana Silva
AU  - Geoffrey Herman
AU  - Yucheng Jiang
AU  - Seth Poulsen
AU  - Matthew West
AU  - Yueqi Jiang
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - An Analytic Comparison of Student-Scheduled and Instructor-Scheduled Collaborative Learning in Online Contexts
UR  - https://peer.asee.org/41212
DO  - 10.18260/1-2--41212
ER  -