File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Online discussion processes: Effects of earlier messages' evaluations, knowledge content, social cues and personal information on later messages

TitleOnline discussion processes: Effects of earlier messages' evaluations, knowledge content, social cues and personal information on later messages
Authors
Issue Date2008
Citation
Computers and Education, 2008, v. 50 n. 3, p. 678-692 How to Cite?
AbstractThis study of the flow of online discussions examined how earlier messages affected later messages along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using sequential logit regressions and a structural equation model (SEM), this study analyzed 131 messages across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message increased the likelihoods of disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with an earlier message were more likely to elicit responses. Together, these results support the claims that teachers can use and manage online discussions at the message level to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects. © 2006 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/194207
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChen, G-
dc.contributor.authorChiu, MM-
dc.date.accessioned2014-01-30T03:32:18Z-
dc.date.available2014-01-30T03:32:18Z-
dc.date.issued2008-
dc.identifier.citationComputers and Education, 2008, v. 50 n. 3, p. 678-692-
dc.identifier.issn0360-1315-
dc.identifier.urihttp://hdl.handle.net/10722/194207-
dc.description.abstractThis study of the flow of online discussions examined how earlier messages affected later messages along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using sequential logit regressions and a structural equation model (SEM), this study analyzed 131 messages across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message increased the likelihoods of disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with an earlier message were more likely to elicit responses. Together, these results support the claims that teachers can use and manage online discussions at the message level to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects. © 2006 Elsevier Ltd. All rights reserved.-
dc.languageeng-
dc.relation.ispartofComputers and Education-
dc.titleOnline discussion processes: Effects of earlier messages' evaluations, knowledge content, social cues and personal information on later messages-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2006.07.007-
dc.identifier.scopuseid_2-s2.0-38649118881-
dc.identifier.volume50-
dc.identifier.issue3-
dc.identifier.spage678-
dc.identifier.epage692-
dc.identifier.isiWOS:000255085700005-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats