Students’ Online Interaction Styles: Can They Change?

Yang, Dazhi; Richardson, Jennifer

doi:10.18785/jetde.0101.01

Cited by 4 publications

(6 citation statements)

References 15 publications

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“…In fact, the data showed that the Moderate Readers/Moderate Writers were more likely, on average, to revisit teacher entries in higher proportion to revisiting other student entries than the two other groups. These findings align with Yang & Richardson's (2008) observations of online learning approaches, Sutton's (2001) identification of vicarious interactions, and Creelman's (2017) proposal of students' learning perspectives.…”

Section: Discussionsupporting

confidence: 84%

“…For Samira, rereading entries seemed to support extending her own understanding of course content and facilitate productive discussion contributions. Instructionally, this important feedback may encourage the valuing of different "paths" to online learning success beyond the criterion of written entries as suggested by Goodfellow (2004), Sutton (2001) and Yang and Richardson (2008).…”

Section: Discussionmentioning

confidence: 98%

“…Some caution that learning may not be fully evidenced in students' written entries, and that some students may simply be meeting suggested criteria (Dennen, 2008;Ho & Swan, 2007). On the other hand, Yang and Richardson (2008), in a small exploratory study of interaction styles, looked at learner activities and suggested that it is most likely there will be some vicarious learners in any online class. They cautioned that online instructors should be aware of students who may prefer observation rather than visibly contributing, and that "using traditional assessment of online discussions, such as simply counting the number of postings, may be a disadvantage for them" (p. 8).…”

Section: Review Of Related Literaturementioning

confidence: 99%

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Quiet Participation: Investigating non-posting activities in online learning

Wilton

2019

OLJ

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Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since number or frequency of entries, words or key phrases are usually visible and easily tracked. This paper addresses reading, writing and revisiting behaviours by cluster groups in eight online courses, and looks for patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since number or frequency of entries, words or key phrases are usually visible and easily tracked. This paper addresses reading, writing and revisiting behaviours by cluster groups in eight online courses, and looks for patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 98%

Section: Review Of Related Literaturementioning

confidence: 99%

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Quiet Participation: Investigating non-posting activities in online learning

Wilton

2019

OLJ

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“…Participants show different characteristics and can be categorized according to the characteristics they show in many aspects, from preference to participate or not in the environment to reasons for participation or motivating factors and to the types of participation. When the participant categories identified by studies based on the forms of participation in online discussions are examined, it is seen that the Why and How dimensions are used in the definitions, although they are not considered separately (Bento et al 2005;Bento and Schuster 2003;Dowell et al 2015;Phirangee et al 2016;Rafaeli and Ariel 2008;Ruthotto et al 2020;Taylor 2002;Yang and Richardson 2008;Zuckerman et al 2009;Wise et al 2014). From this point of view, this study was carried out in order to redefine these two dimensions separately, to reveal the related structures between them, and to define participation styles accordingly.…”

Section: Discussionmentioning

confidence: 99%

“…Rafaeli and Ariel (2008) examined the contributions made in Wiki environments and classified the participants into three groups as those contributing content, those involved in the community, and lurkers. In their study, Yang and Richardson (2008) gave students mandatory tasks online and classified online participants according to three different styles based on their interactions in the environment. These were active interaction, vicarious interaction, and mixed-balanced interaction styles.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of a participation style scale for online instructional discussions

Pala

Erdem

2020

Education Tech Research Dev

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The purpose of this study is to develop a standardized measurement tool that can be used to determine the participation styles of individuals participating in online instructional discussions. The scale consists of two dimensions called 'Why' and 'How.' The Why dimension comprises the main motivators of the participants' participation in online instructional environments, whereas the How dimension comprises items expressing participation behaviors or forms. Two separate datasets were used for exploratory factor analysis (450 participants) and confirmatory factor analysis (693 participants), and the scale was applied to both undergraduate and graduate students. The scale consisted of eight factors, with four in the Why dimension and four in the How dimension. The results of confirmatory factor analysis showed that the scale was able to identify four different patterns of participation. Expressed as participation styles, these patterns are To Socialize/Connective, To Get Information/Analytical, To Discuss/Innovative, and To Fulfill Requirements/Practical. According to these results, the Participation Style Scale for Online Instructional Discussions was assumed to be a valid and a reliable measurement tool for determining the participation styles of participants of online instructional discussions. These four styles are thought to contribute to the instructors, the researchers, and the learners who want to benefit from effective learning in online environments. Instructors and researchers can determine learners' participation styles before organizing discussion environments, and learners who think and gain awareness about their own participation styles can manage their discussion and learning processes more effectively.

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Knowing your Users, Discovering your Library

Vassilakaki¹

2016

Digital Information Strategies

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Students’ Online Interaction Styles: Can They Change?

Cited by 4 publications

References 15 publications

Quiet Participation: Investigating non-posting activities in online learning

Quiet Participation: Investigating non-posting activities in online learning

Development of a participation style scale for online instructional discussions

Knowing your Users, Discovering your Library

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