Face-to-face versus computer-mediated communication in a primary school setting

Computer-mediated communication is increasingly being used to support cooperative problem solving and decision making in schools. Despite the large body of literature on cooperative or collaborative learning, few studies have explicitly compared peer learning in face-to-face (FTF) versus computer-mediated communication (CMC) situations. In the present study, the effects of the use of cooperative FTF groups versus and CMC groups on the interactive behavior and task performance of 42 dyads of sixth grade Dutch primary school students working collaboratively on a mathematics task were examined. The results show the FTF dyads to provide significantly more high-level elaborations than the CMC dyads when solving the mathematics problems. In contrast, the CMC dyads provided about three times as many regulative utterances and about twice as many affective utterances as the FTF dyads. The FTF dyads attained higher performance scores than the CMC dyads, and they were also relatively more satisfied with their cooperation.