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

Research output: Contribution to conferencePapers

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
EventThe 9th international conference on Computer-Supported Collaborative Learning 2011: Connecting computer-supported collaborative learning to policy and practice - The University of Hong Kong, Hong Kong, China
Duration: 04 Jul 201108 Jul 2011

Conference

ConferenceThe 9th international conference on Computer-Supported Collaborative Learning 2011: Connecting computer-supported collaborative learning to policy and practice
Abbreviated titleCSCL 2011
Country/TerritoryChina
CityHong Kong
Period04/07/1108/07/11

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.

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