Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes

Wright, Eric R.; Lawson, Anthony H.

doi:10.1177/0092055x0503300201

Cited by 33 publications

(35 citation statements)

References 15 publications

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“…The main reasons for this reluctance include (but are not restricted to) the following (Brindley et al, 2009;Piezon & Ferree, 2008;Wright & Lawson, 2005):…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

Chiong¹,

Jovanović

2012

JITE:Research

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Executive SummaryEducational benefits of online collaborative group work have been confirmed in numerous research studies. Most frequently cited advantages include the development of skills of critical thinking and problem solving as well as skills of self-reflection and co-construction of knowledge and meaning. However, the establishment and maintenance of active collaboration in online study groups is a challenging task, primarily due to students' inability (e.g., owing to time constraints or lack of collaboration skills) or reluctance (e.g., due to the lack of or low participation of other group members) to participate actively in the group work. Aiming to better understand and contribute to the resolution of the problems of effective online group work, we followed a novel approach based on Evolutionary Game Theory (EGT). While EGT has been used extensively as a framework for studying the emergence and maintenance of cooperation in many disciplines, to the best of our knowledge, it has not yet been applied to understanding and facilitating group collaboration in online learning settings. In this paper, we present a study we have conducted in order to investigate whether, and to what extent, EGT can be applied to explain students' participation in collaborative study groups.

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“…The main reasons for this reluctance include (but are not restricted to) the following (Brindley et al, 2009;Piezon & Ferree, 2008;Wright & Lawson, 2005):…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

Chiong¹,

Jovanović

2012

JITE:Research

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“…It highlights the need to educate children and young people about the benefits, risks and responsibilities of using information technology and to develop safer online behaviours both in and out of schools (Wright and Lawson, 2005).…”

Section: E-safety Concerns For Young Peoplementioning

confidence: 99%

An investigation into risks awareness and e-safety needs of children on the internet

Annansingh

Veli

2016

ITSE

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Purpose This paper aims to investigate children interaction in cyberspace and their use of Web 2.0 technologies. It sought their perception of internet risks as well as their knowledge and experience with electronic safety (e-safety) measures. It also considered parents’, teachers’ and other stakeholders’ perception of internet risks, e-safety procedures and children’s practices while online. Design/methodology/approach The research adopted a mixed method approach which involved the use of questionnaires and semi-structured interviews. The results were presented and analysed using descriptive statistics, while the interviews utilised coding and data structuring. Findings This research highlighted that e-safety policies and procedures have not kept up to date with technological advances. Children were also developing an online presence, and because it was considered normative behaviour, they were not always cautious. Consequently, society was reactive when dealing with the internet risk issues. Hence, more resources were needed to educate parents and children on safe practices on the internet. Research limitations/implications This is an exploratory study and further research should be conducted for broader generalisations. Practical implications The paper makes a number of practical recommendations for education providers and parents to raise awareness of internet risks and e-safety initiatives. Originality/value This paper further extends the body of theory on e-safety and provides new insights into the risks exposure of children on the internet. It also highlights the limitations of e-safety initiatives.

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“…Perhaps more significantly, Homan and Poel (1999) concluded that most dissatisfied students did not know how to work effectively in groups. Researchers also found high levels of dissatisfaction in online learners required to participate in group work with complaints focused on time and logistical barriers to collaboration as well as increased difficulty in ensuring participation of all members (Brindley & Walti, 2009: Fletcher, Tobias & Wisher, 2007Piezon &Ferree, 2008: Wright andLawson, 2005). Previous group experiences, the quality of guidance and instruction (Colbeck, Campbell, & Bjorklund, 2000), the method of group assessment (Lejk, Wyvill, & Farrow, 1996), and the system of group formation (Daly & Worrell, 1993;Feichtner & Davis, 1985) all contribute to determining how successful group work will be in generating positive learning experiences for students.…”

Section: Evaluation and Subjective Experience Of Group Workmentioning

confidence: 99%

Faculty and Student Issues with Group Work: What is Problematic with College Group Assignments and Why?

LaBeouf¹,

Griffith²,

Roberts³

2016

JEHD

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Embry-Riddle Aeronautical University researchers analyzed 811 (118 faculty and 693 student) comments to determine perceptions of group work in the academic setting. The biggest issue noted by both groups was allocation of grades for group members. Students perceived that all students received the same grade in a group project, regardless of effort. Most faculties did not share that perception, but noted difficulties in assigning group grades as well. Faculty and students described difficulties encountered by students when working on group projects in online or distance learning settings due to limited interaction and time zone differences and/or different work schedules. Faculty and students also encouraged faculty to closely monitor group projects and mentor students through group formation and goal setting. Recommendations include future research on age, gender, ethnic background relative to group projects, and case studies identifying best practices and identification on where group projects should be placed in a college curriculum.

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Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes

Cited by 33 publications

References 15 publications

Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

An investigation into risks awareness and e-safety needs of children on the internet

Faculty and Student Issues with Group Work: What is Problematic with College Group Assignments and Why?

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