Adding eyebrows to CSCL; understanding the combined use of synchronous and asynchronous communication, and the role of motivation in computer-supported collaborative learning

This dissertation addresses the combined use of asynchronous and synchronous communication in online computer-supported collaborative learning (CSCL) and the relation with students’ motivation. Previously, online communication had been asynchronous and text-based. Technological developments have recently made it possible to support online learning processes by the use of rich synchronous communication tools, such as Skype or videoconference, which resemble face-toface interaction through (a combination of) audio, video, and chat. Combining both communication modes is a novel development that seems promising to improve CSCL. However, it also introduces further complexity to the CSCL process. The research question that is addressed in this thesis is how students use synchronous communication during weekly videoconferences in combination with posts to asynchronous discussions, and how this use relates to learner satisfaction, motivation, and performance. Chapters 2 and 3 focus on a course level in which groups of students using asynchronous discussion forums only are compared with groups using discussion forums in combination with weekly videoconferences. Findings show that student satisfaction did not increase when using combined communication modes. However, student performance is found to be significantly lower in the combined setting. Chapters 4 and 5 focus on an individual level. In Chapter 4, the actual use of synchronous communication tools (chat, audio, video) and its relation with motivation and performance is addressed. Findings show that dropout is reflected by non-participation in the videoconferences. Higher levels of intrinsic motivation