Separating the effects of knowledge construction and group collaboration in learning outcomes of web-based courses

This research investigates the effects of knowledge construction and group collaboration in outcomes of MBA courses entirely delivered on the web. The data comes from a sample of courses conducted from summer 2000 through summer 2002. The results indicate that students achieve higher perceptions of learning in courses where knowledge is transmitted through the system, as opposed to constructed by the students, and when students are engaged in collaborative assignments. In terms of final grades, our findings show that the absence of both factors (knowledge construction and group collaboration) has a detrimental effect on student performance. Students earn on average better grades in courses where either one of these factors is present. Contrary to our expectations, the presence of both factors does not have positive synergistic effects on student performance. These findings suggest that the success of web-based courses entirely delivered online depends upon providing collaborative learning activities, and/or challenging environments where the students are responsible for the creation of their own knowledge.