Social Network Influence on the Dyadic Relationship

Ridley, Carl A.; Avery, Arthur W.

doi:10.1016/b978-0-12-143550-9.50014-8

Cited by 46 publications

(43 citation statements)

References 10 publications

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“…In our previous work (Fahy, Crawford, and Ally 2001), we found that some of Herring's (1996) findings regarding gender preferences for epistolary and expository linguistic forms held, namely, that women asked and answered questions more often and that women were more interested in and involved with social network functions of the online community, making more contacts within the network and responding more often to the overtures of others (their rates of ignoring others, or failing to include others among their personal contacts, were half those of men; Ridley and Avery 1979;Fahy 2001b). We also found that women more frequently employed characteristic epistolary conventions such as signing their postings and retaining the message titles of others when responding.…”

Section: Theoretical Contextmentioning

confidence: 85%

Use of Linguistic Qualifiers and Intensifiers in a Computer Conference

Fahy¹

2002

American Journal of Distance Education

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Previous research in text-based computer conferencing has reported that analysis of transcripts of online discussions can reveal how participants network socially, exchange information, and attempt to construct knowledge. Some have detected gender differences in online discussions, which may affect the interpersonal dynamics within the group. This study investigated a possible gender-related communications difference (the use of linguistic qualifiers and intensifiers) in a computer conference transcript. The study differed from some previous work in using the sentence as the unit of analysis and in employing a newly developed tool for coding, the Transcript Analysis Tool. Results suggested a tendency for women to use more of the forms thought likely to sustain dialogue (qualifiers, conditional and parenthetic statements, and personal pronouns), whereas men's postings generally contained fewer qualifiers and more intensifiers. The differences were seen as generally supporting previous findings and also as demonstrating that in a moderated conference the range of interactive behavior is less extreme than in "open" or unstructured environments.Online conferencing is increasingly central to much distance education and training. Tutors and students use conferences to create and sustain relationships online, and students interact with each other and with information in conferences. Research in this area is aided by the wealth of online data generated (conference transcripts and log files detailing the interaction), which, with proper analysis, can aid in understanding the unique nature of computer-mediated communications (CMC; Collot and

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Section: Theoretical Contextmentioning

confidence: 85%

Use of Linguistic Qualifiers and Intensifiers in a Computer Conference

Fahy¹

2002

American Journal of Distance Education

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“…The small network size, indicating relatively fewer links among members of the network, does not affect the ways members interact. Although the network size may influence the network density (Ridley & Avery, 1979), it is not clear whether the size will affect types of interaction in a network.…”

Section: One Graduate Course In Professional Studiesmentioning

confidence: 99%

“…A social network here is defined as those individuals with whom a person is in some sort of regular and sustained contact (Fahy et al, 2001;Ridley & Avery, 1979). Information exchange and interaction among learners during the discussion help form a specialized social network, which holds together a group of learners for the purpose of achieving specific learning goals.…”

Section: Research Frameworkmentioning

confidence: 99%

“…When a network is small, the potential personto-person interaction will be smaller. The size of a network and the interaction grow proportionally (Fahy et al, 2001;Ridley & Avery, 1979;Rytina, 1982). Centrality, referring to the connection of one (point) member in the network with other (points) members, can be measured by the number of points to which a particular point is adjacent.…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Interaction and cognitive engagement: An analysis of four asynchronous online discussions

2006

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Abstract. Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.Keywords: asynchronous discussion, cognitive engagement, computer-mediated communication, discussion forum, electronic conferencing, interaction, teaching and learning online Advances in technology have enhanced communications between students and the instructor, and among students themselves. Many college instructors, due to easy access to communication technology tools, have moved or extended part of a classroom discussion to an online forum, where students and the instructor continue their discussion on course-related topics. Instructors sometimes find it difficult to facilitate class discussions online because there remains scant knowledge about interaction and student cognitive engagement in the asynchronous online discussion. This article analyzes types of interaction in four asynchronous online discussions, examines student cognitive engagement in each discussion, explores factors that may cause differences in interaction and cognitive engagement, and highlights possible implications for learning and teaching online and for research in computer-mediated communication (CMC).

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“…Fahy et al (2002), have concluded that the selection of message-level units of analysis might partially explain problematic results that numerous researchers have had with previous transcript analysis work. They also believe that the finer granularity of sentence-level analysis results in several advantages (Fahy, 2001;Ridley & Avery, 1979):…”

Section: Units Of Analysismentioning

confidence: 99%

Evaluation of Attitudes Towards Thinking and Learning in a CALL Web Site through CMC Participation

Laghos¹,

Zaphiris²

User-Centered Design of Online Learning Communities

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Computer-Mediated-Communication (CMC) is fast becoming a big part of our daily lives.More and more people are increasingly using the computer to communicate and interact with each other. The internet and its advantages of connectivity, enable CMC to be used from a plethora of applications. Most common uses of CMC include email communication, discussion forums as well as real time chat rooms and audio/video conferencing. By communicating through computers and over the internet, online communities emerge.Discussion boards and other CMC applications offer a huge amount of information and the analysis of this data assists in understanding these online communities and the social networks that form around them.There have been various frameworks by different researchers aimed at analyzing CMC. This chapter's main objective is to provide an overview of the models and frameworks available that are being used for analyzing CMC in e-Learning environments. The significance of the proposed presentation is that it aims to provide the reader with up-to-date information regarding these methods. Advantages and disadvantages of each of the CMC analysis methods are presented and suggestions for future research directions are made. Finally, these suggestions are applied to a characteristic scenario in e-Learning.

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Social Network Influence on the Dyadic Relationship

Cited by 46 publications

References 10 publications

Use of Linguistic Qualifiers and Intensifiers in a Computer Conference

Use of Linguistic Qualifiers and Intensifiers in a Computer Conference

Interaction and cognitive engagement: An analysis of four asynchronous online discussions

Evaluation of Attitudes Towards Thinking and Learning in a CALL Web Site through CMC Participation

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