The impact of rotating summarizing roles in online discussions: Effects on learners’ listening behaviors during and subsequent to role assignment

2014 ◽  
Vol 38 ◽  
pp. 261-271 ◽  
Author(s):  
Alyssa Friend Wise ◽  
Ming Ming Chiu
Author(s):  
Larisa Olesova ◽  
Margaret Slavin

The role assignment is an increasingly popular approach for facilitating and evaluating asynchronous online discussions (Strijbos & Weinberger, 2010), with aspirations to enhance students' cognitive presence. However, simply assigning roles may not improve knowledge construction, engagement, or interaction necessary to achieve this goal. Cognitive presence is a critical facet of the community of inquiry, rooted in the critical thinking literature, and is operationalized by the practical inquiry model for assessment purposes (Garrison, Anderson, & Archer, 2001).This presentation will share the methods and results of a study investigating changes in the level of cognitive presence while students played roles (starter, wrapper, and skeptic) in asynchronous online case-based discussions. The study was conducted during fall 2013, spring 2014 and summer 2014 in NUTR 295-DL at George Mason University. The research questions for this study were, "What is the impact of role playing on the level of cognitive presence? How is cognitive presence expressed across different roles played by students when they participate in asynchronous online discussion?"


Author(s):  
Larisa Olesova ◽  
Jieun Lim

This study examined the impact of role assignment on cognitive presence when students participated in asynchronous online threaded discussions. A mixed methods design was used to investigate changes in the levels of cognitive presence while the students participated in an online introductory nutrition course. This study found evidence that scripted role assignment can be an effective instructional strategy when the approach is implemented into asynchronous online discussions. Implications for instructors and designers of asynchronous online learning environments are discussed.


Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem

Previous studies have evaluated the effectiveness of high fidelity patient simulators (HFPS) on nursing training. However, a gap exists on the effects of role assignment in multiple-student simulation scenarios. This study explored the effects of role assignment on self-efficacy development in baccalaureate-level nursing students. Using a researcher-developed tool, based upon a previously developed and utilized tool to fit the simulation scenario, the effects of role assignment were determined. Role assignment was found to have a significant effect on self-efficacy development. Furthermore, roles that require the participant to be more involved with the simulation scenario yielded more confident scores than roles that did not require the participant to be as involved. With this study, future multi-student simulation scenarios can be adjusted knowing the impact different roles can have on self-efficacy development.


2012 ◽  
Vol 47 (4) ◽  
pp. 461-480 ◽  
Author(s):  
Alyssa Friend Wise ◽  
Farshid Marbouti ◽  
Ying-Ting Hsiao ◽  
Simone Hausknecht

2012 ◽  
Vol 41 (2) ◽  
pp. 323-343 ◽  
Author(s):  
Alyssa Friend Wise ◽  
Jennifer Speer ◽  
Farshid Marbouti ◽  
Ying-Ting Hsiao

2018 ◽  
Vol 21 (2) ◽  
pp. 166-172 ◽  
Author(s):  
Bonnie Cheung ◽  
Camilla L. Wong ◽  
Amanda Gardhouse ◽  
Christopher Frank ◽  
Laura Budd

BackgroundTwitter is a microblogging platform increasingly used in medicine to overcome geographic barriers and promote international connections. Tweets, the 280-character microblogs, are catalogued by hashtags (#). This study evaluates and describes the participation, content, and impact of Twitter at the 2015 Canadian Geriatrics Society (CGS) Annual Scientific Meeting, during which #CGS2015 was the official conference hashtag.MethodsTwitter transcripts of #CGS2015 were obtained from Symplur to prospectively analyze tweets for content and quantitative metrics. TweetReach was used to retrospectively analyze tweets with the hashtag #CGS2014 from the 2014 meeting for growth analysis. The impact of Twitter on the conference experience was derived from questionnaires.ResultsThere were 1,491 #CGS2015 tweets, 40% of which were original. Tweet content was categorized into conference sessions (38.8%), networking (29.2%), resource sharing (17.6%), and conference promotion (14.3%). Of the 279 participants, 60% were non-Canadian. The questionnaire data from 86 respondents demonstrated generally positive experiences with Twitter, particularly with facilitating collegial interactions, resource sharing, and insight into sessions not attendedlive. The most cited drawback was divided attention when using personal devices. Analysis comparing #CGS2014 to #CGS2015 demonstrated increases in total participants (50 to 279), number of tweets (434 to 1,491) and impressions (155,600 to 943,825).ConclusionsTwitter engagement at the CGS 2015 annual meeting enabled international participation in networking, resource sharing, and online discussions of sessions. Future conferences may benefit from a workshop on Twitter basics for attendees and presenters.


2019 ◽  
Vol 27 (4) ◽  
pp. 615-631 ◽  
Author(s):  
Qian Hao ◽  
Dayong Dong ◽  
Keke Wu

Purpose This paper aims to study the following two questions. Do earnings announcements stimulate investors to participate in online discussions? Does online investment forum participation affect the market’s reaction to earnings news? Design/methodology/approach The authors collect all the online posts, which were related to the internet service companies and posted in a Chinese financial forum, guba.eastmoney.com (Guba), during the period between June 30, 2008 and December 31, 2015. Multiple linear regression analysis is used to test the questions. Findings The study finds that the earnings announcements induce online discussion. In addition, before the earnings announcement, online posting activity does not affect earnings response coefficient but can weaken the positive association between the magnitude of the upcoming earnings surprise and abnormal trading volume. In contrast, after the earnings announcement, online forum participation can facilitate the incorporation of earnings surprise into the price. Originality/value This study contributes to the literature studying the impact of social media on market reaction to earnings news by providing evidence that the price discovery process can be affected by the online investment forum. Several policy implications are also provided.


2020 ◽  
pp. 002383092097470
Author(s):  
Gábor Müller ◽  
Emese Bodnár ◽  
Stavros Skopeteas ◽  
Julia Marina Kröger

Thematic-role assignment is influenced by several classes of cues during sentence comprehension, ranging from morphological exponents of syntactic relation such as case and agreement to probabilistic cues such as prosody. The effect of these cues cross-linguistically varies, presumably reflecting their language-specific robustness in signaling thematic roles. However, language-specific frequencies are not mapped onto the cue strength in a one-to-one fashion. The present article reports two eye-tracking studies on Hungarian examining the interaction of case and prosody during the processing of case-unambiguous (Experiment 1) and case-ambiguous (Experiment 2) clauses. Eye fixations reveal that case is a strong cue for thematic role assignment, but stress only enhances the effect of case in case-unambiguous clauses. This result differs from findings reported for Italian and German in which case initial stress reduces the expectation for subject-first clauses. Furthermore, the sentence comprehension facts are not explained by corpus frequencies in Hungarian. After considering an array of hypotheses about the roots of cross-linguistic variation, we conclude that the crucial difference lies in the high reliability/availability of case cues in Hungarian in contrast to the further languages examined within this experimental paradigm.


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