دانلود رایگان مقاله لاتین مشارکت دانش آموز در بحث آنلاین ناهمزمان از سایت الزویر
عنوان فارسی مقاله:
ساخت مدل های توضیح رفتار مشارکت دانش آموز در بحث آنلاین ناهمزمان
عنوان انگلیسی مقاله:
Building models explaining student participation behavior in asynchronous online discussion
سال انتشار : 2016
برای دانلود رایگان مقاله مشارکت دانش آموز در بحث آنلاین ناهمزمان اینجا کلیک نمایید.
مقدمه انگلیسی مقاله:
1. Introduction
Computer-mediated communication (CMC) has been widely applied as a teaching and learning tool for both blended and online course in numerous disciplines (An, Shin, & Lim, 2009). These technologies offer new instructional possibilities and unprecedented opportunities for educational interactivity (Cheng, Pare, Collimore, & Joordens, 2011). Web-based asynchronous discussion forums are one example of these CMC tools that have been extensively used to support and complement current educational practice. The most common discussion forum is usually a text-based environment that allows individuals to interact with one another without the constraint of time and place (Vonderwell & Zachariah, 2005). Students discuss by writing posts and responding to the posts of others. Though the prevalence of online discussion is well-established, clear, empirical evidence of how online discussion affects student learning is not. Examining this asynchronous tool closely will allow instructors to understand how their students participate and learn via this medium, improve design and facilitate the asynchronous interactions.Theoretically, it is reasonable to expect that online discussion has the potential to promote collaborative learning and facilitate knowledge acquisition as manifested by enhanced student academic outcomes. To illustrate, Vygotsky (1978) pioneered in investigating the role of language in thought and proposed that conceptual learning was a collaborative effort requiring supportive dialogue. Slavin (1995) provided the substantial research support, showing the positive effects of collaborative learning on achievement. While this all seems sensible in theory, empirical evidence emphasizing the beneficial impact of online forum participation is limited. Research on online discussion has tended to center on issues like learner completion rates, learner satisfaction, and differences between online learning and its face-to-face counterpart (Dennen, 2008a). Some studies specifically evaluated the effect of participating in online discussion on students’ learning and generated mixed results. For example, Cheng et al. (2011) found that a significant relationship between student final grades in an online class with the number of discussion board postings student made during the semester. However, in other studies, students reported that discussion board postings had little value and did not benefit their understanding of the course content (Reisetter & Boris, 2004). Given the amount of time and energy required to develop, manage and maintain the online discussion board, it is crucial to continue testing its value to student learning. Moreover, posting behavior has dominated previous research on the evaluation of online board participation on student learning. Those who contribute too few posts are often labeled as “lurkers” or “passive recipients” and are not assumed to be actively engaged in learning (Dennen, 2008b). However, true learning dialogue requires students to read and reflect in order to be part of a dialogue instead of just posting activities. Students who participate by reading and not by posting is analogous to students who listen to lessons but rarely ask questions (Dennen, 2008b). Focusing only on posts may overlook the pedagogical benefits of discussion boards associated with the students' participation through reading. Furthermore, posting and reading is still only one dimension of measure for students' involvement in online discussion. Another useful dimension to gauge student's participation is time (Goggins, Xing, Chen, Chen, & Wadholm, 2015). Since online discussion is roughly considered collaborative learning (Cheng et al., 2011), time, interaction and performance (TIP) theory (McGrath, 1991) can be applied here. This theory highlights the temporal processes in group interaction and its impact on performance. Indeed, asynchronous online dialogue generates inevitable delays between posting and replying to messages within a thread. Reading and reflection time invested also varies among students. Son (2002) has speculated that this time attribute of participation may impact student learning. Besides reading behavior, a more formal investigation of the time feature has yet to be conducted. In addition to studies exploring how participation in online discussion influences student learning, a great deal of research has also inspected factors impacting student participation behavior (Wang, Laffey, Xing, & Ma, in press). After all, a necessary, if not sufficient, condition for discussion to aid learning is to participate in the discussion. A review of previous literature reveals that interface characteristics, content and material, student roles, instructional tasks, and information overload were identified as factors influencing student participation in online dialogue (Ma, Friel, & Xing, 2014; Vonderwell & Zachariah, 2005). However, little research has been conducted to examine the influence of collaboration-related factors in affecting students’ participation in online discussion (Xing, Kim, & Goggins, 2015). Bandura (1997) proposed collective efficacy, the perception of group capability to achieve a goal, to be one of the most powerful motivational beliefs, has positive effect on various aspects of group collaboration. Similarly, social ability, the measure of how able students are in using the resources of their social context to achieve goals, is also suggested to impact collaborative work (Laffey, Lin, & Lin, 2006). The current study plans to investigate how collective efficacy and social ability impact student behavior and learning in online discussion. On the other hand, the documented studies have typically examined how different variables affect student participation and how participation influences student learning in separate models, losing insight into the intertwined relationship of these factors with participation and learning. It is desirable to investigate how online discussion activity can contribute to student learning from a more integrative perspective. Overall, the present study seeks to build a model to understand how students participate and learn in online discussion. Inspired by social cognitive theory, two competitive models are constructed using the Partial Least Squares modeling techniques to examine how system functionality, collective efficacy and social ability are embodied as two dimensions of participation behaviors (posting and reading; time) in online discussion influencing student learning outcomes. While the first model focuses on how posting and reading actions in influencing learning performance, the second model centers on the time dimension of posting and reading in affecting learning performance. Our results present models that explain how these constructs influence student learning in the asynchronous online discussion as a whole.
برای دانلود رایگان مقاله مشارکت دانش آموز در بحث آنلاین ناهمزمان اینجا کلیک نمایید.
کلمات کلیدی:
Student Participation and Interactivity Using Asynchronous Computer ... https://www.ncbi.nlm.nih.gov › NCBI › Literature › PubMed Central (PMC) by PJ Miller - 2012 - Cited by 1 - Related articles Apr 1, 2012 - Student Participation and Interactivity Using Asynchronous ... In this study, communication behaviors of transmitter and receiver were analyzed to determine ..... is difficult and yet is a necessary part of teaching and learning. Three interaction patterns on asynchronous online discussion ... onlinelibrary.wiley.com/doi/10.1111/jcal.12168/abstract by I Jo - 2017 Jan 19, 2017 - An asynchronous online discussion (AOD) is one format of ... In the wealth of AOD research, this study evaluated how students' behavior on AOD influences their ... methodologies to address and facilitate students' participation at AOD. ... suggested suitable ways to explain students' interaction efficiently. ECEL2006-5th European Conference on elearning: ECEL2006 https://books.google.com/books?isbn=1905305303 seminars is probably higher in classes with fewer students since the teacher then ... 2002) investigating the effect of teacher behavior on student participation and, ... is that the use of asynchronous discussion board and synchronous chat to support ... Argentina is also a more masculine culture, which might explain why the ... Communities of Practice: Creating Learning Environments for Educators https://books.google.com/books?isbn=1593118643 Chris Kimble, Paul M. Hildreth, Isabelle Bourdon - 2008 - Education This helped the participants understand each other's teaching contexts and ... is to activate student voice and encourage student participation and collaboration. ... for effective strategies to moderate asynchronous online discussions to achieve ... the behavior of participants by setting strict requirements for participation on ... Handbook of Research on Educational Communications and Technology https://books.google.com/books?isbn=0805841458 David H. Jonassen, Association for Educational Communications and Technology - 2004 - Education Participation was measured by the number of minutes a student spent in an ... The authors describe both the opportunities and challenges associated with the ... in this area, exploring self-organizing behavior in very large web boards. ... on learning achievement, studying 12 graduate students in an asynchronous course.
