The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes

Abstract

Researchers and practitioners of online education have consistently emphasized the importance of facilitating peer interaction and mutual support to create a sense of community, which in turn may enhance motivation, promote extrinsic accountability, and improve learning outcomes. Despite these assertions, experimental evidence on the effects of peer support in college online courses is limited. To address this gap, we conducted a randomized controlled trial to examine the impact of a study-together group intervention on students' academic and non-cognitive outcomes in a for-credit online course at a public four-year college. Our findings indicate that students who were offered a study-together group reported a higher sense of belonging than those who were not. Additionally, students with lower academic preparation and lower baseline motivation demonstrated improved academic performance as a result of this intervention, while students who preferred passive interaction reported increased motivation. However, for students with higher baseline motivation and those who preferred active interaction, the intervention appeared to negatively influence their time management.