The Use of Collaborative Groups in Traditional and Online Courses

This study investigates the relative merits of using learning groups in both traditional and online courses. Sixty-seven graduate students enrolled in a statistics and measurement course were taught by either an online or face-to-face delivery mode. Collaborative groups were used under both conditions. Responses to an attitude toward collaborative groups measure, performance on a comprehensive final examination, and journal comments were compared across groups. Results showed that both groups displayed an overall positive attitude toward the value of group work but their responses differed on two of the six questions. A significant difference in favor of the face-to-face groups was found when performance on the final examination was compared. Findings from this preliminary study appear to support the use of collaborative groups in both traditional and online courses if the groups have clear directions and if meaningful tasks are designed. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HA WORTH. E-mail address: < getinfo@haworthpressinc.com > Website: < https://www.w3.org/1999/xlink" xlink:href=" https://www.HaworthPress.com "> https://www.HaworthPress.com > © 2002 by The Haworth Press, Inc. All rights reserved.]