Students’ Reflection Levels by Feedback Type in Asynchronous Online Group Discussion Activities

Objective This pilot study was designed to determine the feasibility, tolerability, safety, and efficacy of group teletherapy for persons with chronic pain. The aim was to present preliminary outcomes of an open trial of group cognitive behavioural therapy (CBT) teletherapy compared with an in-person chronic pain patient group. Methods We recruited 47 chronic pain patients to participate in an 8-session, 2-hour-per-week, online, structured, CBT-oriented pain management group using WebEx and compared them with 46 subjects who participated in a parallel, content-matched, in-person, weekly group. Both groups included goal setting, skills training, relaxation exercises, group discussion, and practice assignments. All subjects completed baseline measures, which were repeated post-treatment. Those in the online group participated in weekly telephone interviews and rated the perceived helpfulness of the remote group. Results The average age of the online group participants was 54.5 ( ± 14.3) years and 70.2% were female, compared with 59.7 ( ± 13.0) years of age and 57.8% females among the in-person group members. On follow-up, both CBT groups showed modest improvements on the outcome measures. Results of this preliminary investigation comparing online teletherapy with in-person CBT suggest similar benefit. Many participants in the online group rated their experience as very helpful (62.5%; 7–10/10) and most would recommend this programme to others (93.7%; 7–10/10). Discussion Preliminary findings suggest that online group CBT may be as effective in improving coping among persons with chronic pain as in-person groups. More rigorous controlled trials are needed to adequately assess the outcome benefit of online teletherapy for chronic pain.

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Effectiveness of WhatsApp online group discussion for smoking relapse prevention: protocol for a pragmatic randomized controlled trial

Addiction ◽

10.1111/add.15027 ◽

2020 ◽

Vol 115 (9) ◽

pp. 1777-1785

Author(s):

Yee Tak Derek Cheung ◽

Ching Han Helen Chan ◽

Kin Sang Ho ◽

Wai‐Yin Patrick Fok ◽

Mike Conway ◽

...

Keyword(s):

Randomized Controlled Trial ◽

Relapse Prevention ◽

Controlled Trial ◽

Group Discussion ◽

Smoking Relapse ◽

Pragmatic Randomized Controlled Trial ◽

Randomized Controlled ◽

Prevention Protocol ◽

Online Group

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Tool proficiency, task styles, and online group discussion effectiveness

Journal of Computers in Education ◽

10.1007/s40692-016-0059-0 ◽

2016 ◽

Vol 3 (2) ◽

pp. 149-167

Author(s):

Hsiu-Ping Yueh ◽

Jin-Chi Huang

Keyword(s):

Group Discussion ◽

Task Styles ◽

Online Group

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Comics as pedagogy: On studying illness in a pandemic

The Comics Grid Journal of Comics Scholarship ◽

10.16995/cg.7680 ◽

2021 ◽

Author(s):

Lisa Diedrich

Keyword(s):

Visual Analysis ◽

Group Discussion ◽

First Year ◽

Pedagogical Tool ◽

Graphic Medicine ◽

Final Project ◽

Research And Teaching ◽

Graphic Narratives ◽

Diverse Community ◽

Online Group

Comics and graphic narratives have become a key component of my pedagogy, both in terms of the materials I teach and the activities I have students do. Most of my courses take up topics related to my research into the conjunction illness-thought-activism in history. In my work, I am interested in illness and disability in action in particular times and places. Thus, I have found myself drawn to the growing field of graphic medicine, and its diverse community of practitioners, as inspiration for my research and teaching. During the pandemic, graphic medicine has become even more central to what and how I teach. In this essay, I discuss how I used comics as pedagogy in classes on illness and illness politics that I taught during the first year of the pandemic. I begin by briefly addressing how I framed the problem of studying illness in a pandemic before discussing two assignments that show graphic medicine in action as a pedagogical tool: the first, an asynchronous online group discussion exercise in which students practiced annotation as a method of visual analysis, and the second, a documenting COVID-19 final project assignment for which students could document in comics form a pandemic experience.

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Electoral Distancing: Alternatif Penyelenggaraan Pemilihan Kepala Daerah 2020 Ditengah Covid-19 Di Indonesia

Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat ◽

10.24246/jms.v1i12020p112-121 ◽

2020 ◽

Vol 1 (1) ◽

pp. 112-121

Author(s):

Putri Hergianasari

Keyword(s):

Knowledge Sharing ◽

Community Service ◽

Group Discussion ◽

Online Group

The importance of Regional Head Election is carried out to keep democracy going even though we are doing that in the pandemic. The first objective of implementing this community service is to disseminate knowledge sharing and discussions related to the implementation of Regional Head Elections in the Covid-19 pandemic. Secondly, using the Electoral Distancing method, we are disseminating information to participants to oversee the Regional Head Election by becoming participatory supervisors actively. This community service used the online group discussion method with 65 participants, randomly selected from various activities. This community service aims to increase the capabilities of participants, which is related to the importance of implementing regional head elections even though it was carried out amid the Covid-19 pandemic. When participants became aware of this issue means there is an awareness for following health protocols without reducing the essence of democratic responsibility. By doing this works, we hope that the community continues to oversee the regional head elections by becoming participatory observers

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Frame-Induced Group Polarization in Small Discussion Networks

Social Psychology Quarterly ◽

10.1177/0190272518778784 ◽

2018 ◽

Vol 81 (3) ◽

pp. 248-271 ◽

Cited By ~ 4

Author(s):

Michael Gabbay ◽

Zane Kelly ◽

Justin Reedy ◽

John Gastil

Keyword(s):

Network Structure ◽

Polarization Effect ◽

Group Discussion ◽

Group Polarization ◽

Consensus Formation ◽

Qualitative And Quantitative ◽

Polarization Theory ◽

Group Member ◽

Online Group ◽

Theory And Model

We present a novel explanation for the group polarization effect whereby discussion among like-minded individuals induces shifts toward the extreme. Our theory distinguishes between a quantitative policy under debate and the discussion’s rhetorical frame, such as the likelihood of an outcome. If policy and frame position are mathematically related so that frame position increases more slowly as the policy becomes more extreme, majority formation at the extreme is favored, thereby shifting consensus formation toward the extreme. Additionally, use of a heuristic frame can shift the frame reference point away from the policy reference, yielding differential polarization on opposing policy sides. We present a mathematical model that predicts consensus policy given group member initial preferences and network structure. Our online group discussion experiment manipulated policy side, disagreement level, and network structure. The results, which challenge existing polarization theory, are in qualitative and quantitative accord with our theory and model.

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Model Eliciting Activities (MEA) Application in Online Group Discussion for Mathematics Learning

International Journal of Science and Research (IJSR) ◽

10.21275/art20174533 ◽

2017 ◽

Vol 6 (7) ◽

pp. 1330-1333

Keyword(s):

Mathematics Learning ◽

Group Discussion ◽

Model Eliciting Activities ◽

Online Group

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Dynamics of Students’ willingness to Communicate in English during an Online Discussion

International Journal of English Language Studies ◽

10.32996/ijels.2020.2.5.2 ◽

2020 ◽

Vol 2 (5) ◽

pp. 11-20

Author(s):

Showat Achmad Ardiansyah ◽

Agus Wijayanto ◽

Abdul Asib

Keyword(s):

Online Discussion ◽

Group Discussion ◽

Willingness To Communicate ◽

The Internet ◽

Dynamic Nature ◽

Self Confidence ◽

Oral Group ◽

Use Of The Internet ◽

Online Group

A number of studies on WTC have applied various conversational contexts to gain a deeper understanding of students’ WTC. However, there is no study reporting the dynamic nature of one’s WTC during an online oral group discussion. Accordingly, the present study attempted to contribute to the literature of WTC by examining the students’ WTC during an online group discussion. Applying idiodynamic case study, six English-majoring students were recruited. The findings showed that the dynamics of students’ WTC was constructed by psychological, conversational, and linguistic aspects. The use of the internet as the mediator of communication was also found to influence one’s WTC in either positive or negative directions. The analysis showed that the direction of influence of internet on one’s WTC was accounted for by their self-confidence.

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