Asynchronous team support: Perceptions of the group problem solving process when using a CyberCollaboratory

The research presented studied thirty-three groups of student volunteers over a period of three weeks while the groups performed a series of teamwork tasks. To investigate the viability of Web-based group support tools for asynchronous learning networks, student volunteers from four widely distributed universities were assigned to one of four experimental conditions. The conditions are; 2 modes of communication (asynchronous vs. synchronous)×2 support conditions (with CyberCollaboratory support or without). The groups assigned to the different conditions reported significant differences in perceptions of the group problem solving process. The face-to-face groups felt the process was more efficient, coordinated, fair, and satisfying. Those with CyberCollaboratory support thought the process was more confusing and less satisfying. Comments from the students suggest the reason for these results may be a combination of insufficient training time (one week) and a short period (two weeks) for using the tools to accomplish a fairly simple group task. Interaction effects showed that both the asynchronous groups with CyberCollaboratory support and the baseline (face-to face) groups found the problem solving process to be more efficient, coordinated, and fair than did either the asynchronous groups without CyberCollaboratory support or the face-to face groups with CyberCollaboratory support.