| Problem-based learning (PBL) is an effective instructional strategy in the online learning environment. PBL receives its foundation from the social-constructivist learning theory, which is conducive to the learner-centered online course room. Social-constructivism relies on learner collaboration for successful learner achievement. However, instructors in online asynchronous courses often randomly place students in groups. Additionally, instructors do not normally offer role structure for facilitating collaboration with group members. Social presence among group members is vital to student success and may increase student achievement. In this quasi-experimental study, the pre-assignment of group roles was the intervention. The preassigned roles determined if social presence was increased. Research supports that increased social presence also increases student achievement. Both the control group and the experimental group formed a group charter and group contract. There were 15 participants in the control group and 14 participants in the experimental group for a total of 29 participants. However, the experimental group received preassigned roles prior to forming the group charter and writing the group contract. Students in the experimental group kept the preassigned roles from the second week to seventh week of an eight- week term. The preassigned roles consisted of the recorder, the elaborator, the decision-tester, and the organizer. The results of the study demonstrated that the experimental group had a significantly higher student achievement than the control group. However, social presence was not higher in the experimental group than in the control group. |
