Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion

Gaowei CHEN , Ming Ming CHIU

Research output: Chapter in Book/Report/Conference proceedingChapters

1 Citation (Scopus)

Abstract

This study of the flow of online discussions examined how previous messages affected the current message along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using dynamic multilevel analysis (DMA) and a structural equation model (SEM), this study analyzed 131 messages of 47 participants across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message yielded more disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with a previous message elicited more responses. Together, these results suggest that teachers can use and manage online discussions to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects. Copyright © 2007 International Society of the Learning Sciences, Inc.
Original languageEnglish
Title of host publicationThe Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1
EditorsClark A. CHINN, Gijsbert ERKENS, Sadhana PUNTAMBEKAR
PublisherInternational Society of the Learning Sciences
Pages132-134
ISBN (Electronic)9780615154367
Publication statusPublished - 2007

Citation

Chen, G., & Chiu, M. M. (2007). Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 132-134). New Brunswick, NJ: International Society of the Learning Sciences.

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