Experimental Investigation of Computer Supported Collaborative Learning (CSCL) Face-to-Face vs. Blackboard

This paper investigates the effects of group members´ relationships on collaborative learning. Close relationships may have a positive impact on collaboration as members already know each other well enough to feel comfortable in discussion and assign roles according to each others´ strengths and weaknesses. It was therefore hypothesized that a group member´s (1) level of motivation will positively enhance the member´s participation, (2) closeness will lead to more participation and motivation towards group work, (3)closeness will lead to richer discussion, and (4) closeness will lead to better group performance. To investigate these hypotheses, 20undergraduate students collaborated in three groups of 5-8. The results confirmed that higher motivation led to more participation. There was insufficient evidence about the expectations concerning closeness. However, interaction was more important than social relationships.