Tool proficiency, task styles, and online group discussion effectiveness

Journal of Computers in Education - Tập 3 - Trang 149-167 - 2016
Hsiu-Ping Yueh1, Jin-Chi Huang2
1Department of Bio-Industry Communication and Development, National Taiwan University, Taipei City, Taiwan
2Human Resource Department, Yongqing Real Estate Group Co., Ltd, Taipei City, Taiwan

Tóm tắt

The purpose of this study was to investigate the influences of different online discussion task styles and users’ tool proficiency on group discussion effectiveness. It adopted a case study approach, wherein the student club members’ performance of a two-stage online group discussion activity was observed and examined. Twelve undergraduate members of a club were recruited and divided into high- and low-proficiency groups. Each group performed both a creative task and a planning task in sequence. Findings showed that the high-proficiency group performed better than the low-proficiency group. Also, both groups applied various summary strategies to facilitate the discussion process. This study concluded that the creative task is appropriate for BBS-style online on-task discussions. Recommendations are made to encourage researchers and practitioners to choose proper tools considering the task fitness to facilitate group collaborative online work in the field, especially in educational contexts. Also, it is recommended that instructors investigate the nature and features of various instruments and media before implementing CMC applications especially for further nurturing collaborative creativity.

Tài liệu tham khảo

Aitken, J. E., & Shedletsky, L. J. (2002). Using electronic discussion to teach communication courses. Communication Education, 51(3), 325–331. Buraphadeja, A., & Dawson, K. (2008). Content analysis in computer-mediated communication: analyzing models for assessing critical thinking through the lens of social constructivism. The American Journal of Distance Education, 22(3), 130–145. Carr, T., Cox, G., Eden, A., & Hanslo, M. (2004). From peripheral to full participation in a blended trade bargaining simulation. British Journal of Educational Technology, 35(2), 197–211. Chan, C. K. K. (2001). Peer collaboration and discourse patterns in learning from incompatible information. Instructional Science, 29(6), 443–479. Chang, H. J. (2009). Online supportive interactions: Using a network approach to examine communication patterns within a psychosis social support group in Taiwan. Journal of the American Society for Information Science and Technology, 60(7), 1504–1518. Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). Students’ online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97–108. Choi, H., & Kang, M. (2010). Applying an activity system to online collaborative group work analysis. British Journal of Educational Technology, 41(5), 776–795. Chu, H. C., Hwang, G. J., Tsai, C. C., & Chen, N. S. (2009). An innovative approach for promoting information exchanges and sharing in a web 2.0-based learning environment. Interactive Learning Environments, 17(4), 311–323. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. London: England. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91. Deryakulu, D., & Olkun, S. (2007). Analysis of computer teacher’s online discussion forum messages about their occupational problems. Educational Technology & Society, 10(4), 131–142. Ding, F., & Liu, Y. (2010). Modeling opinion interactions in a BBS community. The European Physical Journal B, 78(2), 245–252. Ehsan, N., Mirza, E., & Ahmad, M. (2008). Impact of computer-mediated communication on virtual team’s performance: An empirical study. Proceedings of World Academy of Science, Engineering, and Technology, 32, 833–842. Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia Social and Behavioral Sciences, 15, 1425–1430. Gunawardena, C. N., & Duphorne, P. L. (2000). Predictors of learner satisfaction in an academic computer conference. Distance Education, 21(1), 101–117. Haga, H. (2002). Combining video and bulletin board systems in distance education systems. Internet and Higher Education, 5(2), 119–129. Hakkinen, P. (2013). Multiphase method for analyzing online discussions. Journal of Computer Assisted Learning, 29(6), 547–555. Hanafusa, H., Morita, K., Fuketa, M., & Aoe, J. (2011). A method of extracting malicious expressions in bulletin board systems by using context analysis. Information Processing and Management, 47(3), 323–335. Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurements used in the study of creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 53–75). New York, NY: Plenum Press. Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459–1468. Huang, W. W., & Wei, K. K. (2000). An empirical investigation of the effects of group support system (GSS) and task type on group interaction from an influence perspective. Journal of Management Information System, 17(2), 181–206. Jin, X. L., Cheung, C. M. K., Lee, M. K. O., & Chen, H. P. (2009). How to keep members using the information in a computer-supported social network. Computers in Human Behavior, 25(5), 1172–1181. Jonassen, D. H., & Kwon, H. I. (2001). Communication patterns in computer-mediated versus face-to-face group problem solving. Educational Technology Research and Development, 49(1), 35–51. Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260–271. Kapur, M. (2011). Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment. International Journal of Computer-Supported Collaborative Learning, 6(1), 39–56. Kim, J. (2013). Influence of group size on students’ participation in online discussion forums. Computers & Education, 62, 123–129. Knowlton, D. S. (2002). Promoting liberal arts thinking through online discussion: A practical application and its theoretical basis. Educational Technology & Society, 5(3), 189–194. Lee, C. C., Hwang, M. S., & Lin, C. W. (2009). A new English auction scheme using the bulletin board system. Information Management & Computer Security, 17(5), 408–417. Lee, S. W. Y., & Tsai, C.-C. (2011). Identifying patterns of collaborative knowledge exploration in online asynchronous discussions. Instructional Science, 39, 321–347. Li, Q., Heckman, R., Crowston, K., Howison, J., Allen, E., & Eseryel, U. Y. (2008). Decision making paths in self-organizing technology-mediated distributed teams. Proceedings of Twenty Ninth International Conference on Information Systems (pp. 1–9). Lin, H. S., Hong, Z. R., & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education, 59(2), 378–384. Lin, W., Yueh, H.-P., Murakami, M., & Minoh, M. (2008). Applying a 3-tiered blogging system to support learning in a distance course. The Journal of Information and Systems in Education, 7(1), 76–85. Littlepage, G., Robison, W., & Reddington, K. (1997). Effects of task experience and group experience on group performance, member ability, and recognition of expertise. Organizational Behavior and Human Decision Processes, 69(2), 133–147. Liu, Y. L., Lin, W., Yueh, H.-P., & Minoh, M. (2010). A study of group interaction patterns and emoticon use in a synchronous discussion activity. International Journal of Digital Learning Technology, 2(1), 79–95. Lo, H. C. (2009). Utilizing computer-mediated communication tools for problem-based learning. Educational Technology & Society, 12(1), 205–213. Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: It is more for socializing and talking to friends about work than for actually doing work. Learning, Media, and Technology, 34(2), 141–155. McGrath, J. E. (1984). Groups: Interaction and performance. NJ: Englewood Cliffs. Murthy, U. S., & Kerr, D. S. (2003). Decision making performance of interacting groups: An experimental investigation of the effects of task type and communication mode. Information & Management, 40(5), 351–360. Newlands, A., Anderson, A. H., & Multin, J. (2003). Adapting communicative strategies to computer-mediated communication: An analysis of task performance and dialogue structure. Applied Cognitive Psychology, 17(3), 325–348. Nguyen, L. V. (2011). Learners’ reflections on and perceptions of computer-mediated communication in language classroom: A Vietnamese perspective. Australasian Journal of Educational Technology, 27(8), 1413–1436. Orvis, K. L., Wisher, R. A., Bonk, C. J., & Olson, T. M. (2002). Communication patterns during synchronous web-based military training in problem solving. Computers in Human Behavior, 18(6), 783–795. Pena-Shaff, J. B., & Nicholls, C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers & Education, 42(3), 243–265. Poole, M. S., & Holmes, M. E. (1995). Decision development in computer-assisted group decision making. Human Communication Research, 22(1), 90–127. PTT (2015). Retrieved August 8, 2015, from talnet://ptt.cc. Roberts, A. G. (2007). Beyond a participation focus. In: Proceedings of ICT: Providing Choices for Learners and Learning (pp. 898–903). Roberts, A., & Nason, R. (2011). Nobody says no: Student self-censorship in a collaborative knowledge building activity. Journal of Learning Design, 4(4), 56–68. Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research and Development, 52(1), 5–18. Rozenszayn, R., & Assaraf, O. B. (2011). When collaborative learning meets nature: Collaborative learning as a meaningful learning tool in the ecology inquiry based project. Research in Science Education, 41(1), 123–146. Saritas, T. (2008). The construction of knowledge through social interaction via computer-mediated communication. The Quarterly Review of Distance Education, 9(1), 35–49. Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46(1), 49–70. Simon, A. F. (2006). Computer-mediated communication: Task performance and satisfaction. The Journal of Social Psychology, 146(3), 349–379. Sins, P. H. M., Savelsbergh, E. R., van Joolingen, W. R., & van Hout-Wolters, B. H. A. M. (2011). Effects of face-to face versus chat communication on performance in a collaborative inquiry modeling task. Computers & Education, 56(2), 379–387. Tang, Y., Kong, K., Song, Y., & You, X. (2008). Interpersonal perception in bulletin board systems among Chinese Internet users. Computers in Human Behavior, 24(5), 2043–2054. Vrocharidou, A., & Efthymiou, I. (2012). Computer mediated communication for social and academic purposes: Profiles of use and University students’ gratifications. Computers & Education, 58(1), 609–616. Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438. Wang, Y. F., Katz, A., & Chen, C. H. (2003). Thinking as saying: Shuo (‘say’) in Taiwan Mandarin conversation and BBS talk. Language Sciences, 25(5), 457–488. Wu, C. C., & Lee, G. C. (1999). Use of BBS to facilitate a teaching practicum course. Computers & Education, 32(3), 239–247. Wu, K., Vassileva, J., Zhu, Q., Fang, H., & Tan, X. (2013). Supporting grouping collaboration in Wiki by increasing the awareness of task conflict. Aslib Journal of Information Management, 65(6), 581–604. Yu, L., & Zeng, G. (2011). Managing CMC-based task through text-based dialogue: An exploratory study in a Chinese EFL context. English Language Teaching, 4(4), 221–233. Yueh, H.-P., Huang, R.-Y., & Chang, C. (2015). Exploring factors affecting students’ continued Wiki use for individual and collaborative learning from the perspective of the unified theory of acceptance and use of technology. Australasian Journal of Educational Technology, 31(1), 16–31. Yueh, H.-P., Lin, W., Liu, Y. L., Shoji, T., & Minoh, M. (2014a). The development of an interaction support system for international distance education. IEEE Transactions on Learning Technology, 7(2), 191–196. Yueh, H.-P., Lin, W., & Lu, T. (2014b). Users’ perceptions of blog functions: Educational vs. personal use. Program: Electronic Library and Information Systems, 48(1), 41–52. Zafeiriou, G., Nunes, J. M. B., & Ford, N. (2001). Using students’ perceptions of participation in collaborative learning activities in the design of online learning environments. Education for Information, 19(2), 83–106. Zhang, B., Guan, X., Khan, M. J., & Zhou, Y. (2012). A time-varying propagation model of hot topic on BBS sites and blog networks. Information Sciences, 187, 15–32.