Issues Surrounding Use of Online Discussion Groups on Traditional Undergraduate Psychology Modules

2007 ◽  
Vol 6 (2) ◽  
pp. 130-138 ◽  
Author(s):  
Jane Guiller ◽  
Alan Durndell ◽  
Anne Ross ◽  
Karen Thomson
Keyword(s):  
Small Groups ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Journal Article ◽  
Discussion Groups ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Level 1 ◽  
Large Groups

This paper discusses issues relating to the use of online discussion groups on psychology modules, drawing on the results from three studies investigating Level 1 students' use of asynchronous computer mediated communication (CMC). The first study examined the language use of large groups of students using CMC to discuss essay topics. The second study compared the online and face-to-face discourse of small groups of students evaluating a journal article, in terms of critical thinking. The third study investigated the use of CMC to support small groups of students engaged in problem based learning (PBL). The paper concludes with some recommendations for practitioners.

Pair interactions and mode of communication

2010 ◽  
Vol 33 (3) ◽  
pp. 27.1-27.24 ◽  
Author(s):  
Lan Liana Tan ◽  
Gillian Wigglesworth ◽  
Neomy Storch
Keyword(s):  
Small Groups ◽  
Computer Mediated Communication ◽  
Pair Interaction ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Language Classes ◽  
Language Classrooms ◽  
On Line ◽  
Expert Novice

In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved six pairs of beginner participants in a Chinese class completing seven different tasks. Each task was completed twice, once face to face (FTF), and once via computer mediated communication (CMC). All pair talk was audio recorded, and on-line communication was logged. Using Storch’s (2002) model of patterns of pair interaction, five patterns were identified: collaborative, cooperative, dominant/dominant, dominant/passive and expert/novice. The medium of communication was found to affect the pattern of interaction. In CMC some pairs became more collaborative, or cooperative. The implications of these findings for language teaching, particularly for the use of CMC in language classes, are discussed.

Incentive Styles, Asynchronous Online Discussion, and Vocational Training

2008 ◽  
Vol 39 (4) ◽  
pp. 363-377
Author(s):  
Shinyi Lin ◽  
Chou-Kang Chiu
Keyword(s):  
Vocational Education ◽  
Learning Outcomes ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Vocational Education And Training ◽  
Mediated Communication ◽  
Group Collaboration ◽  
Face To Face ◽  
Computer Mediated ◽  
Asynchronous Online Discussion

Vocational education and training (VET) is intended to prepare adult learners for careers that are based on practical activities. With the underlying constructivist andragogy, this study intended to examine the effects of computer-mediated group collaboration in vocational education, and how that affects the associated learning outcomes. For collaborative learning, use of asynchronous computer-mediated communication as one of the major media prevails not only in web-based formats but in face-to-face. Specifically, our intent was to explore effectiveness of asynchronous online discussion (AOD) and the learning outcome accordingly. The results provided evidence that the participants in the AOD performed substantially better than those with no use of AOD in the bi-weekly quizzes as well as the learning outcomes. As incentive styles come into play, we found that the introverts performed as well as the extroverts disregarding the AOD participation. The results concluded that use of group collaboration as andragogical strategy (use of AOD) inferred better learning outcomes in the context of VET.

Pair interactions and mode of communication

2010 ◽  
Vol 33 (3) ◽  
pp. 27.1-27.24 ◽  
Author(s):  
Lan Liana Tan ◽  
Gillian Wigglesworth ◽  
Neomy Storch
Keyword(s):  
Small Groups ◽  
Computer Mediated Communication ◽  
Pair Interaction ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Language Classes ◽  
Language Classrooms ◽  
On Line ◽  
Expert Novice

In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved six pairs of beginner participants in a Chinese class completing seven different tasks. Each task was completed twice, once face to face (FTF), and once via computer mediated communication (CMC). All pair talk was audio recorded, and on-line communication was logged. Using Storch’s (2002) model of patterns of pair interaction, five patterns were identified: collaborative, cooperative, dominant/dominant, dominant/passive and expert/novice. The medium of communication was found to affect the pattern of interaction. In CMC some pairs became more collaborative, or cooperative. The implications of these findings for language teaching, particularly for the use of CMC in language classes, are discussed.

Expanding the Classroom

2011 ◽  
pp. 68-87
Author(s):  
Shawn McIntosh
Keyword(s):  
Online Discussion ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Discussion Group ◽  
Discussion Groups ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Discussion Group ◽  
Instructor Interaction ◽  
Collaborative Learning Environment

Traditional classroom environments can benefit from using asynchronous computer-mediated communication (CMC) such as an online discussion group (Yahoo! Groups). An online discussion group can “expand the classroom” in a number of ways, such as allowing for student and instructor interaction throughout the week at times convenient to all participants, shifting learning from a teacher-oriented to a network-oriented, collaborative learning environment, and providing rapid teacher feedback to homework that lets students immediately apply what they have learned. This chapter offers concrete advice on techniques to best use online discussion groups in a variety of class types and sizes, and warns of potential pitfalls to be aware of when using them. Evolving functions of Yahoo! Groups and other asynchronous online formats that can further complement the learning experience outside the classroom are also examined.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

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