Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15929
Title: 
Stream differences in asynchronous online discussions: Analysing student cohesion and roles in technology-mediated project work classrooms
Authors: 
Keywords: 
Asynchronous Learning Networks
Project work
Social network analysis
Issue Date: 
Nov-2005
Citation: 
Azilawati Jamaludin, & Quek, C. L. (2005). Stream differences in asynchronous online discussions: Analysing student cohesion and roles in technology-mediated project work classrooms. In C. K. Looi, D. Jonassen & M. Ikeda (Eds.), Towards sustainable and scalable educational innovations informed by the learning sciences (pp. 710-714). Amsterdam: IOS Press.
Abstract: 
This study aims to investigate stream differences in asynchronous online
discussions in the context of Project Work. Empirical evidence from literature shows that
knowledge construction in asynchronous online discussions is strongly associated with
cohesion and role structure in online networks. We analysed the social networks in two
eighth grade classes from two different streams for cohesion and role structures. A total
of 80 students in 16 project groups were involved in this study. All groups were
facilitated by the same teacher. The findings revealed no significant stream difference for
cohesion. It was found that groups which are more cohesive had high correlation values
of structural role equivalence while less cohesive groups had lower correlation values of
structural role equivalence, indicating the strong presence of dominating and lurking
members. The findings provide evidence that asynchronous online discussions in Project
Work classrooms provide possibilities for equal participatory activities and cohesive
structures in groups of different learning abilities (express and normal stream).
Description: 
This paper was presented at the 13th International Conference on Computers in Education (ICCE 2005), held in Singapore from 28 Nov to 30 Dec 2005
URI: 
Appears in Collections:Conference Papers

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