Influence of Group Member Familiarity on Online Collaborative Learning

Abstract

This study investigated the effects of group member familiarity during computer- supported collaborative learning. Familiarity may have an impact on online collaboration, because it may help group members to progress more quickly through the stages of group development, and may lead to higher group cohesion. It was therefore hypothesized that increased familiarity would lead to (a) more critical and exploratory group norms, (b) more positive perceptions of online communication and collaboration, (c) more efficient and positive collaboration, and (d) better group performance. To investigate these hypotheses, 105 secondary education students collaborated in groups of three. The results of this study indicate that familiarity led to more critical and exploratory group norm perceptions, and more positive perceptions of online communication and collaboration. Furthermore, in familiar groups students needed to devote less time regulating their task-related activities. On the other hand, no effect of familiarity on group performance was found.