Exploring the attitudes, experiences and dynamics of interaction in online groups

Abstract

The aim of this research was to improve understanding of the attitudes, experiences and dynamics of interaction of students working in online groups. This was achieved through a case study of postgraduate Information Studies students using the WebCT discussion board at City University in the academic year [2004][2005]. Qualitative and quantitative methods were employed in combination including questionnaires, interviews, document analysis and discussion board analysis. The latter method involved adapting an existing content analysis framework. The findings highlight the significance of group member participation, collegiality and familiarity among group members.Students enjoyed working in online groups and found the discussion board useful, but often gave preference to other communication methods. Lecturer presence in online groups was found to be important to students, but interaction on the group discussion board was mostly student-centred.Provision of non-referential topic-related information, opinion and solidarity were the most common types of interaction.

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

“…These themes, along with a few most representative students' comments, are presented in Table 2. Similar to the findings of previous studies in this area (e.g., Finegold & Cooke, 2006;Vonderwell, 2003), the majority of the students' comments reflected their concern about the level of participation of other group members. A related, albeit not very prominent, theme is the students' concern about the so-called "free riders", i.e., students who do not put much effort in the group's work but reap the benefits of the work done by the other group members.…”

“…Many recognised themes overlap with those found in previous related studies. For instance, social learning (i.e., learning through communication and knowledge exchange) and closely related benefits of being exposed to different points of view were reported in, e.g., Gabriel (2004) and Finegold & Cooke (2006); whereas Ellis (2001) reported on students' appreciation of peer help. However, we have also found some interesting students' observations that have not been identified as common themes in the previous research studies that we explored.…”

“…For instance, Stodel, Thompson, and MacDonald (2006) identified five themes regarding what learners perceived were missing from their online learning experience, namely, robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Finegold & Cooke (2006) found that group members not participating in group discussions and not contributing equally towards the completion of group tasks were the most prominent concerns experienced by students, whereas active participation was regarded as the most important factor influencing the success of online groups. Similar findings have been reported in earlier related studies (e.g., see Vonderwell, 2003).…”

“…For some students, the imposed work schedules posed a problem too, particularly during small virtual group activities (Gabriel, 2004). Finegold & Cooke (2006) found that for many students, important success factors of online group work included an atmosphere of trust and respect, shared objectives, and being supportive to other group members. In addition, group working skills, such as decision making, consensus building, and dealing with conflict, were strongly favoured by many students.…”

Employment Attributes and Expertise of Bachelor of Science in Information Technology Graduating Students of AMA Computer College-Davao

“…Equally contributing to the acquired high knowledge and skills of the IT graduating students is the conscious deployment of the graduating students to their on-the-job site wherein work details are ascertained in line with their IT course and that work exposures complement their theoretical studies. To many of the IT students, important success factors of the IT course lie in group work that requires an atmosphere of trust and respect, shared objectives, and cooperation as cited by Finegold and Cooke (2006). In addition, group working skills, such as decision-making, consensus-building, and dealing with con ict, are strongly favored by many students.…”