Social cues in asynchronous online discussions: Effects of social metacognition and new ideas

Gaowei CHEN, Ming Ming CHIU, Zhan WANG

Research output: Contribution to conferencePaper

Abstract

This study examines how group members’ social metacognition and new ideas in recent messages affected a current message’s positive social cue (SC) or negative SC during asynchronous, online discussions. We modeled 894 messages by 183 participants regarding 60 high school mathematics topics (typically 8 people posted per topic) on a public, informal, mathematics problem solving website not connected to any class or school (www.artofproblemsolving.com) with a statistical discourse analysis. Results showed that group members’ agreements facilitated positive SCs, while disagreements facilitated negative SCs. Meanwhile, new ideas and justifications were less likely to be accompanied by SCs. Together, these results suggest that teachers can foster student’s construction of knowledge by encouraging polite disagreements during online collaborative learning.
Original languageEnglish
Publication statusPublished - Jul 2011

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group membership
mathematics
discourse analysis
school
website
teacher
learning
student

Citation

Chen, G., Chiu, M. M., & Wang, Z. (2011, July). Social cues in asynchronous online discussions: Effects of social metacognition and new ideas. Paper presented at the ninth international CSCL conference, The University of Hong Kong, Hong Kong, China.