Enhancing Collaboration in Remote Learning Environments

Last registered on December 26, 2024

Pre-Trial

Trial Information

General Information

Title
Enhancing Collaboration in Remote Learning Environments
RCT ID
AEARCTR-0015019
Initial registration date
December 12, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
December 26, 2024, 12:51 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Affiliation
Ulm University

Other Primary Investigator(s)

PI Affiliation
Ulm University
PI Affiliation
Ulm University

Additional Trial Information

Status
In development
Start date
2024-11-12
End date
2027-10-31
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
The increasing prevalence of remote learning and working underscores the importance of understanding effective strategies for virtual collaboration. This study investigates the role of an initial "kick-off" meeting in shaping team dynamics and outcomes in remote, project-based learning environments. We aim to assess whether such meetings enhance team cohesion, individual satisfaction, and overall team performance. Additionally, we explore the effects on individual contributions to team projects and end-of-semester academic performance. By integrating measures of emotional intelligence, cognitive skills, and leadership capabilities, as well as demographic and academic data, this study provides a comprehensive examination of the factors influencing successful virtual teamwork and individual learning outcomes. The findings will offer valuable insights into optimizing team-based approaches in remote educational settings.
External Link(s)

Registration Citation

Citation
Rieber, Alexander , Simeon Schudy and Dennis Steinle. 2024. "Enhancing Collaboration in Remote Learning Environments." AEA RCT Registry. December 26. https://doi.org/10.1257/rct.15019-1.0
Experimental Details

Interventions

Intervention(s)
Teams of students receive different "kick-off" meetings where their project tasks are presented. These student teams work on their projects together in a remote working environment.
Intervention Start Date
2024-11-18
Intervention End Date
2027-10-31

Primary Outcomes

Primary Outcomes (end points)
Team Cohesion, Satisfaction and Performance, Individual Contributions, Individual Exam Performance
Primary Outcomes (explanation)
Team Cohesion, Satisfaction, and Performance:
- Cohesion: Measured via a four-item survey.
- Satisfaction: Assessed using a 5-point Likert scale for agreement with “I am satisfied with my team.”
- Performance: Evaluated through project scores (max 30 points), graded independently by blinded teaching assistants using a standardized rubric.

Individual Contributions:
- Assessed using GitHub commit data (timing, content, and frequency) and the substance of commits, linked to individually graded tasks. Key metrics include total contributions, contribution dispersion within teams, and collaboration patterns (via surveys).

Individual Exam Performance:
- Measured through a final 30-question multiple-choice exam, split between theoretical content and project-related material. Baseline knowledge is measured with a mock exam, and learning effects are analyzed for theoretical and project-related questions.

Secondary Outcomes

Secondary Outcomes (end points)
Mediation Channels
Secondary Outcomes (explanation)
Individual-level data on emotional intelligence, cognitive abilities, and leadership skills are collected via a laboratory experiment, supplemented with administrative data (e.g., gender, high school GPA, geographic location). These characteristics are analyzed to understand their influence on team performance, cohesion, and satisfaction, with a focus on whether they amplify the effects of in-person kick-offs.

Experimental Design

Experimental Design
NA
Experimental Design Details
Not available
Randomization Method
Done by the computer, stratified by variables in the baseline questionnaire which students have to fill out. For more details see our pre-analysis plan.
Randomization Unit
Randomization on the group level. Each group consists of three students. We re-randomize after each group project but students stay in the same treatment for the semester.
For more information see the detailed pre-analysis plan.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
300 project groups
Sample size: planned number of observations
300 observations on the group level and when looking at satisfaction we have 900 observations, as we have 300 project groups and in each project group are 3 students.
Sample size (or number of clusters) by treatment arms
150 project groups in the control group and 150 project groups in the treatment group
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
3 percentage points
IRB

Institutional Review Boards (IRBs)

IRB Name
Ethikkommission der Universität Ulm
IRB Approval Date
2024-10-15
IRB Approval Number
N/A
Analysis Plan

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