Abstract
This study examined group processes in a synchronous context and their effects on performance, assuming that these processes would be strongly dependent on the salience of social identity. It was predicted that the mere categorization of students into an online group and comparison with other groups, 2 basic conditions related to social identity, would enhance group identification, interaction patterns, and group performance in a relatively complex academic task. As predicted, the categorization manipulation enhanced group identification and increased task- and morale-building communication. It was not related to performance. These findings invite a more thorough examination of the impact of social identity on the building of a sense of online community at the early stage of a learning process.
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