Situating Social Identity through Language Convergence in Online Groups

2010 ◽  
pp. 1433-1444
Author(s):  
Scott L. Crabill
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Board ◽  
Board Members ◽  
Discussion Boards ◽  
Identity Creation ◽  
Online Groups ◽  
Face To Face

According to social identity theory, individuals create and maintain their social identity through group membership. During face-to-face interactions within a group, people assess various verbal and nonverbal cues to influence the perceptions of themselves by others. However, in the context of online communication these cues are not as readily available. A screen name can be viewed as part of an individual’s “social identity creation”: a message that members of online discussion boards interpret and react to while trying to situate themselves within the group. This chapter explores how language convergence can function as a cue that facilitates situating social identity within online in-groups. Results of a content analysis of 400 screen names suggest that the screen names of discussion board members serve as an organizing variable for participants to situate themselves socially within the context of online interaction.

Situating Social Identity through Language Convergence in Online Groups

2010 ◽  
pp. 315-326 ◽  
Author(s):  
Scott L. Crabill
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Board ◽  
Board Members ◽  
Discussion Boards ◽  
Identity Creation ◽  
Online Groups ◽  
Face To Face

According to social identity theory, individuals create and maintain their social identity through group membership. During face-to-face interactions within a group, people assess various verbal and nonverbal cues to influence the perceptions of themselves by others. However, in the context of online communication these cues are not as readily available. A screen name can be viewed as part of an individual’s “social identity creation”; a message that members of online discussion boards interpret and react to while trying to situate themselves within the group. This chapter explores how language convergence can function as a cue that facilitates situating social identity within online in-groups. Results of a content analysis of 400 screen names suggest that the screen names of discussion board members serve as an organizing variable for participants to situate themselves socially within the context of online interaction.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

scholarly journals A good sine? Seeking math help using crowdsourced online discussion boards

2019 ◽  
Vol 17 (1) ◽  
pp. 78-93
Author(s):  
Ann Y Kim ◽  
Ian Thacker
Keyword(s):  
Learning Strategies ◽  
Online Discussion ◽  
Discussion Board ◽  
Discussion Boards ◽  
Self Regulated Learning ◽  
Online Discussion Board ◽  
Asynchronous Online Discussion ◽  
One Year ◽  
Khan Academy

We examined asynchronous online discussion boards, specifically those that are unmediated by teacher figures, to identify characteristics of these spaces that support or constrain students as they seek help in mathematics. We analyzed 86 questions and 114 associated responses posted to two Khan Academy discussion boards centered around two related trigonometry lessons. The platform created a space where students could ask a variety of questions ranging from those requesting math definitions and explanations of math procedures to justifications for why formulas are true. However, crowdsourced replies to questions were delayed, sometimes taking more than one year for a reply to be posted; content of student replies did not always match the content of the questions posed; and the quality of the replies varied considerably, some replies were helpful or resourceful while others were incorrect or vague. These challenges seemed connected to the unmediated nature of this type of asynchronous online discussion board. We argue that this online learning environment demands additional self-regulated learning strategies such as awareness of one’s needs and the timeframe in which they must be met. We also discuss implications for research and practice.

scholarly journals Making clear what is fuzzy about community membership: A prototypic approach

2021 ◽  
Author(s):  
Jordan Reed ◽  
Ariel Jordan-Zamora ◽  
Crystal Nicole Steltenpohl ◽  
Christopher Keys
Keyword(s):  
Social Psychology ◽  
Content Analysis ◽  
Social Identity ◽  
Social Identity Theory ◽  
Growth Mindset ◽  
Thematic Content Analysis ◽  
Face To Face ◽  
Community Membership ◽  
Black And White ◽  
Equal Interest

Aims: The critical task of positively identifying membership of the communities with which we work prior to initiating programs of research purporting to represent said communities is often forgone and treated as self-evident. This study demonstrates undertaking this task at the outset of a program of research by gathering member self-definitions of a relational, online and face-to-face community- the Fighting Game Community.Methods: Borrowing from social identity theory in social psychology, this study uses a prototypic approach and thematic content analysis with 319 open-ended descriptions of “good players” and “bad player” deviants.Results: In general, having a growth mindset and winning games were the most crucial amongst divergent themes. Of equal interest, definitions were not consensual across the community; some directly conflicted with one another. These definitions represented a community with fuzzy boundaries, that exists more as a multi-layered tapestry than a black-and-white unit with sharply delineated boundaries.

scholarly journals Collaboration through Online Discussion Board: A Discourse Analysis of CALL in a Normal University in China

2020 ◽  
Author(s):  
Cheng Hsu
Keyword(s):  
Discourse Analysis ◽  
Online Discussion ◽  
Mainland China ◽  
Discussion Board ◽  
First Year ◽  
Discussion Boards ◽  
Graduate Course ◽  
Self Evaluation ◽  
Online Discussion Board ◽  
Normal University

Ever since the COVID-19 pandemic, all students take courses online in Mainland China at the beginning of the semester. The discourse for communication online is important for a successful course. In this study, the online discussion board assignment of a college graduate course was analyzed for the discourse patterns based on Vygotsky’s Cultural-historical theories that are more pragmatic than linguistics (Wertsch, 1990) and miss communication between students (Forman & McCormick, 1995). The course was taught and communicated in all-English. Participants are first-year graduate students in one Normal University in Northern Jiangsu Province in China. Data were generated based on a discourse analysis qualitative research and analyzed using the histogram and qualitative discourse pattern analysis. Findings for the histogram showed a late assignment submission, while more than half of students submitted during the final three days while having 11 days to finish. Patterns of responding were discussed in "questions with most responses" and "questions with no response." The open-ended questions allow respondents to utilize knowledge previously acquired as mediation for further discussions, while close-ended questions received a pattern of the contribution of degrading. Questions with no responses were mostly posted during the final two days. The discourse pattern of online discussion boards, thus manifested itself as a mediation tool for idea exchange not only online for peer evaluation but also self-evaluation.

scholarly journals Using Technology to Support Discussions on Sensitive Topics in the Study of Business Ethics

10.28945/2268 ◽  
2015 ◽  
Vol 14 ◽  
pp. 243-256
Author(s):  
Michelle WL Fong
Keyword(s):  
Business Ethics ◽  
Conceptual Knowledge ◽  
Online Discussion ◽  
Role Play ◽  
Skills Training ◽  
Discussion Boards ◽  
Learning Approaches ◽  
Face To Face ◽  
Sensitive Topics ◽  
Student Discussion

There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep and meaningful face-to-face discussion, students may unknowingly divulge personal opinions that they later regret or become identified with by other students over time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology in blended learning to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. The Audience Response System (ARS), online discussion boards and blogs, and wikis are assessed for their suitability in supporting online role-play and simulation. Among these online tools, asynchronous online discussion boards and blogs are the ideal tools for supporting student discussion on sensitive topics in online role-play and simulation.

"Cross Talk"

2010 ◽  
pp. 209-225 ◽  
Author(s):  
Susan J. Wegmann
Keyword(s):  
Cross Talk ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Course ◽  
Discussion Boards ◽  
Online Instructors ◽  
Face To Face ◽  
Computer Mediated ◽  
Asynchronous Online Discussions ◽  
College Classes

Asynchronous online discussions can be complex and fruitful, mimicking their face-to-face counterparts in undergraduate college classes. However, some researchers note a discrepancy in substance and interest levels between online and face-to-face discussions. This chapter describes the interactions of one thriving student in an asynchronous online course. It analyzes the student’s interactions with his peers, and uses these interactions to provide ways that online instructors can structure courses to optimize genuine and engaging online discourse. Additionally, it suggests that students and instructors who assume a Connected Stance show a depth of learning within the computer-mediated framework. Finally, it provides a unique format for analyzing online discussion boards.

Best Practices for Engaging Graduate Students in Problem-Based Learning

2019 ◽  
pp. 21-48
Author(s):  
Marcella Jeanne Kehus
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Online Courses ◽  
Online Discussion ◽  
Problem Based Learning ◽  
Discussion Board ◽  
Discourse Community ◽  
Discussion Boards ◽  
Online Discussion Board ◽  
The One

In this chapter, the author discusses two graduate online courses and the use of the online discussion boards specifically as they were used for problem-based learning. In the first course, the instructor scaffolded the learning more closely by providing a specific case to be solved by students and by providing specific instructions. In the second course, students were in the field tutoring and were to use the online discussion board as a place to bring their problems or issues to be problem-solved by the group. In this second context, graduate students became a discourse community developed their own ways of solving problems, working sometimes as more knowledgeable others and sometimes as the one seeking assistance, and generally encouraged each other. The instructor, after providing instruction and modeling during the first course, had little role during the second course besides providing resources, monitoring, and providing occasional corrections.

Reddit use in the LIS community

2021 ◽  
pp. 096100062110520
Author(s):  
Yue Ming ◽  
Miriam L. Matteson ◽  
Jingchen Sun
Keyword(s):  
Social Media ◽  
Social Identity ◽  
Social Identity Theory ◽  
Information Science ◽  
Public Libraries ◽  
Identity Theory ◽  
Online Communication ◽  
User Engagement ◽  
Social Media Engagement ◽  
Psychological Features

This study examined online communications within library and information science (LIS)-related subreddits through the perspectives of social identity theory and social media engagement. A total of 17,049 Reddit posts from three major LIS-related subreddits were harvested through Pushshift by Python. Manual and computational coding methods were used to identify linguistic characteristics of the posts as well as the topicality of the content. Multiple logistic regressions were used to analyze the relationship between psychological and emotional characteristics of the posts and user engagement. Results showed that the majority of posts did not mention a specific type of LIS organization; of the subset that did, public libraries and academic libraries were most frequently referenced. “Library services and usage” was the topic most mentioned within LIS-related subreddits, followed by “librarians and jobs.” Various psychological features of posts including emotional tone score, authentic score, clout score, analytic score, and usage of words related to affective processes, anxiety, social processes, causation, and time were significantly related to user engagement. This study contributes to further understanding of social identity theory and social media engagement within the online communication context of LIS community. Key topics and issues in the LIS field and practical suggestions for strategies to improve social media engagement across LIS community were discussed.

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