Impact of role assignment and group size on asynchronous online discussion: An experimental study

Luo, Heng; Chen, Ying; Chen, Tianjiao; Koszalka, Tiffany A.; Feng, Qinna

doi:10.1016/j.compedu.2022.104658

Cited by 24 publications

(8 citation statements)

References 59 publications

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Section: Literature Review and Research Hypothesesmentioning

confidence: 99%

“…An effective breakout group typically requires individual members to assume different roles, taking responsibility for things such as organization, providing information, creating an action plan, solving problems, motivating others, supporting others, and monitoring/evaluating performance (Yeh, 2010). Role assignment and group size may each influence individual participation, peer interaction, and learning achievement (Luo et al, 2023). A number of studies have concluded that purposeful interaction and collaborative learning is more effective with heterogeneous groups, where there is a mix of students in terms of gender, ethnic background, ability, and personality traits (e.g., Jong et al, 2006;Scheurell, 2010;Wang et al, 2007).…”

Section: Purposeful Interpersonal Interaction and Group Membershipmentioning

confidence: 99%

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Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

Wilkins

Butt²,

Hazzam³

et al. 2023

IJEM

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PurposeBreakout rooms are commonly used by lecturers as a means to achieve collaborative learning in online lessons. Although breakout rooms can be effective at encouraging student engagement, interaction and learning, many students dislike being forced to interact with peers, and for some students, it can lead to feelings of anxiety and stress. Successful collaborative learning depends upon having the “right” individuals working together, so the purpose of this research is to identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms.Design/methodology/approachAn online survey was used to obtain data from 664 higher education students in the USA, which were analyzed using partial least squares structural equation modeling (PLS-SEM).FindingsStudents' technology readiness, social identification and intercultural communication competence are each significantly related to the achievement of purposeful interpersonal interaction, which is strongly related to students' perceived learning.Practical implicationsThe findings of this research emphasize the importance of lecturers considering learner attributes when forming breakout room groups.Originality/valueThe breakout room represents a unique and specific context for collaborative learning, where there may be minimal lecturer supervision and where students may choose to disengage by turning off their cameras and microphones or simply listen without participating (known as lurking). The existing literature has given little attention to how lecturers allocate students to online breakout rooms.

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Section: Literature Review and Research Hypothesesmentioning

confidence: 99%

Section: Purposeful Interpersonal Interaction and Group Membershipmentioning

confidence: 99%

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

Wilkins

Butt²,

Hazzam³

et al. 2023

IJEM

View full text Add to dashboard Cite

show abstract

“…For example, a study by Luo et al. (2023) concludes that the size of the ADF and the roles students play in forums influence learning outcomes. Hence, there is some evidence in prior research that the relational and structural aspects of an ADF can shape learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…To understand how student interactions and communication in an ADF influence learning outcomes, the metrics for assessing discussion forums should also evaluate the underlying relationships and structures. For example, a study by Luo et al (2023) concludes that the size of the ADF and the roles students play in forums influence learning outcomes. Hence, there is some evidence in prior research that the relational and structural aspects of an ADF can shape learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Discussion forums and student engagement: A social network analysis perspective

Kumi

2023

Decision Sci J Innov Edu

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Online courses frequently use discussion forums to enhance student engagement, an approach that is critical to fostering positive student learning outcomes. Because discussion forums are common in online classes, many instructors rely on summary statistics and self‐reported measures to assess student engagement. However, these metrics overlook the structural and relational dimensions of student interactions in discussion forums. To complement those other metrics, this study uses social network analysis to examine interactions in a discussion forum to expose the structural and relational dimensions of student interactions. We aggregated data on student interactions in a discussion forum for an undergraduate class with 31 enrolled students. The graphical representation of student interactions in the discussion forum revealed the social positions and roles of students and exposed the strengths and weaknesses in the structural and relational ties. Mathematical analysis accurately measures student interactions in the forum using measures of centrality. Both of those analyses enabled the description and comparison of interactions at the group and individual levels. Social network analysis is a practical method that adds another perspective to our understanding of student interactions in discussion forums. The outcomes of social network analysis can help instructors design courses, devise appropriate teaching interventions, and effectively use forums to engage students to improve learning outcomes.

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“…Collaborative learning, as a social-constructive instructional strategy, has become increasingly popular in higher education to promote students’ learning engagement [ 1 , 2 ], social interaction [ 3 , 4 ], and academic performance [ 5 , 6 ]. The key to excellent group performance and individual gains in collaborative learning is the quality of interpersonal interaction among participants [ 7 ], which is influenced by group composition [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of gender diversity on college students’ collaborative learning: From individual gender to gender pairing

Feng

Luo

et al. 2023

Heliyon

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Impact of role assignment and group size on asynchronous online discussion: An experimental study

Cited by 24 publications

References 59 publications

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

Discussion forums and student engagement: A social network analysis perspective

Effects of gender diversity on college students’ collaborative learning: From individual gender to gender pairing

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