Journal of International Information Management


Research in computer-supported cooperative learning provides evidence that collaborative technology can enhance learning performance and increase affective experiences in the context of cooperative learning. Most studies, however, have examined the learning performance only during the middle and end of the process. It is not clear how information technology continuously facilitates and improves student performance and learning experience over time. By employing a multidisciplinary approach, the research presented in this article drew research findings in the fields of communication, information systems, and education to examine cooperative learning processes with a continuous, longitudinal study. Based on a descriptive model of computer-supported cooperative learning, this research examined the effect of a collaborative technology on the accumulation of learning performance and learning satisfaction on group members. Three sets of hypotheses regarding learning performance, perceived learning performance, and group member satisfaction are examined.