Learning or lurking?

Beaudoin, Michael F.

doi:10.1016/s1096-7516(02)00086-6

Cited by 229 publications

(37 citation statements)

References 1 publication

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“…As previously mentioned, the difficulties the passive participants encountered may also be invisible. Passive participants, like some lurkers, could produce productive learning (Beaudoin 2002). They learn something important not only because they engage in reading postings made by others, but because they observe how to develop the competence required to work together in a community and to foster group cohesion .…”

Section: Discussionmentioning

confidence: 99%

Social conversation and effective discussion in online group learning

Chen

Wang

2009

Education Tech Research Dev

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This paper studies the social talk of high school students in online discussion forums. On-task talk has generally been assessed as valuable discussion because it contributes directly to productive learning. Off-task conversation, on the other hand, is often regarded as useless and a waste of time. Should this social talk indeed be regarded as an off-task activity? Is social talk such as greeting, excusing, comforting and sharing personal feelings irrelevant to learning? This study analyzes threads and argues that social talk is interwoven with on-task talk. It is interesting to note that a substantial quantity of off-task messages served the latent function of guiding group discussion toward making progress in solving collaborative problems in a subtle and indirect manner. The power of ''soft talk'' embedded in off-task social conversation is explored and fully discussed.

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Section: Discussionmentioning

confidence: 99%

Social conversation and effective discussion in online group learning

Chen

Wang

2009

Education Tech Research Dev

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“…Students were able to (a) reexamine their understanding of a specific concept by reading numerous questions brought up by peers about that concept, and (b) locate existing answers to a question that was similar to theirs instead of spending time asking a question and waiting for an answer. This behaviour of reading the existing questions and answers has been reported as a beneficial learning strategy in online discussion research (Beaudoin, 2002;Mazuro & Rao, 2011).…”

Section: Discussion Of Studies 1 Andmentioning

confidence: 82%

“…This indicated the second possible route in the proposed help-seeking model. Others have similarly found that students may prefer to review their current understanding through scanning the existing pool of questions and answers, and as a result, improve their learning (Beaudoin, 2002;Cheng, Pare, Collimore, & Joordens, 2011;Mazuro & Rao, 2011). Once students locate the questions that signal problems in their own understanding, they can then determine if an existing answer to their question targets the problems in their conceptual understanding, or if further help is needed (Nelson-Le Gall, 1981).…”

Section: Informing Theory and Designmentioning

confidence: 99%

Exploring college students’ online help-seeking behavior in a flipped classroom with a web-based help-seeking tool

Kopcha

Orey

et al. 2015

AJET

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<p>Today’s generation often seeks help from each other in online environments; however, only a few have investigated the role of Internet technologies and the nature of online help-seeking behaviour in collaborative learning environments. This paper presents an educational design research project that examines college students’ online help-seeking behaviour. The context was a large-enrollment science course that implemented a form of blended instruction – the flipped classroom. This paper proposes design guidelines for promoting help-seeking and discusses the application of these principles in the design of a web-based help-seeking tool (EchoLu). The study involved three iterations of implementation to continuously refine the web-based tool, and therefore to better address the help-seeking needs of students in the context. The revisions incorporated between iterations helped improve the embodiment of design principles and led to positive changes in students’ perceptions. The triangulated data revealed students’ interest in information-seeking as an additional form of help-seeking. The results of this study provide insight into the theories that informed the design of EchoLu and the design principles themselves. A new model illustrating processes involved in online help-seeking is discussed, and an emergent principle for online help-seeking is suggested.</p>

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“…Secondly, based on Lave and Wenger, the activity of listening-in identified in a design studio setting by Cennamo and Brandt (2012). Thirdly, the online equivalent of the former two known as 'lurking' in distance learning, where students are viewing/reading but not contributing to online tools such as forums, online tutorials, or discussion groups (Beaudoin 2002;Dennen 2008;Schneider et al 2013).…”

Section: Listening-inmentioning

confidence: 99%

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

Jones

Lotz

Holden

2020

Int J Technol Des Educ

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The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as 'listening-in' (viewing other students' work) and student success, as well as behaviour shifts from 'passive' to 'active' engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.

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Learning or lurking?

Cited by 229 publications

References 1 publication

Social conversation and effective discussion in online group learning

Social conversation and effective discussion in online group learning

Exploring college students’ online help-seeking behavior in a flipped classroom with a web-based help-seeking tool

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

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