Computer-mediated-communications, learning style, and visualizing online educational conversations

THIS DESCRIPTIVE PILOT STUDY employed the Grascha-Riechmann Student Learning Style Scale (GRSLSS) to examine student communication and interactions in an online educational discussion that occurred for fourteen days. Discussion activity exhibited conversational turns and messages appeared as conversation rather than expository. Individuals scoring high on the Independent scale of the GRSLSS tended to send and exchange more messages and were more likely to state and justify their agreement with other discussants. Those scoring high on the Avoidant scale were less likely to offer to take actions or to give suggestions about how to proceed during discussions. Student with high Collaborative scores were more likely to engage in scaffolding and to offer to take action on the issue being discussed.

[1]  Caroline Haythornthwaite,et al.  Introduction: Computer-Mediated Collaborative Practices , 2005, J. Comput. Mediat. Commun..

[2]  T. Anderson.  Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction , 2003 .

[3]  Susan C. Herring.  Interactional Coherence in CMC , 1999, J. Comput. Mediat. Commun..

[4]  J. Walther.  Interpersonal Effects in Computer-Mediated Interaction , 1992 .

[5]  Barry Wellman,et al.  Instant Messaging for Collaboration: A Case Study of a High-Tech Firm , 2005, J. Comput. Mediat. Commun..

[6]  Simeon Yates,et al.  Oral and written linguistic aspects of computer conferencing : A corpus based study , 1996 .

[7]  Marc A. Smith,et al.  Visualization components for persistent conversations , 2001, CHI.

[8]  Robert Heckman,et al.  A Content Analytic Comparison of Learning Processes in Online and Face-to-Face Case Study Discussions , 2006, J. Comput. Mediat. Commun..

[9]  Scott W. Campbell,et al.  Perceptions of mediated presence in an asynchronous online course: Interplay of communication behaviors and medium , 2004 .

[10]  Christine Halverson,et al.  Social translucence: designing social infrastructures that make collective activity visible , 2002, CACM.

[11]  Paul Dourish,et al.  Social and temporal structures in everyday collaboration , 2004, CHI.

[12]  D. Diaz,et al.  Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus , 1999 .

[13]  Judith S. Donath,et al.  A semantic approach to visualizing online conversations , 2002, CACM.

[14]  Tony Grasha,et al.  The Naturalistic Approach to Learning Styles , 1990 .

[15]  Curtis J. Bonk,et al.  Content analysis of online discussion in an applied educational psychology course , 2000 .

[16]  Starr Roxanne Hiltz,et al.  Impacts of Asynchronous Learning Networks on Individual and Group Problem Solving: A Field Experiment , 1999 .

[17]  S. Herring.  Two variants of an electronic message schema , 1996 .

[18]  Donald C. Orlich,et al.  Teaching Strategies : A Guide To Better Instruction , 1985 .

[19]  Maryam Alavi,et al.  Computer-Mediated Collaborative Learning: An Empirical Evaluation , 1994, MIS Q..

[20]  D. Diaz.  COMPARISON OF STUDENT CHARACTERISTICS, AND EVALUATION OF STUDENT SUCCESS, IN AN ONLINE HEALTH EDUCATION COURSE , 2000 .

[21]  Karrie Karahalios,et al.  Visualizing Conversation , 1999, J. Comput. Mediat. Commun..

[22]  D. Garrison,et al.  Methodological Issues in the Content Analysis of Computer Conference Transcripts , 2007 .