Elementary students' participation style in synchronous online communication and collaboration

Chiu, Chiung-Hui; Yang, Huiyun; Liang, T. H.; Chen, H. P.

doi:10.1080/01449291003686195

Cited by 16 publications

(5 citation statements)

References 89 publications

(61 reference statements)

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“…Empirically, college students undertaking a group project in a partial virtual environment are typically highly engaged in interpersonal collaboration. Further, since it is easy to value the performance of the students, student case studies are frequently used as the sample for researchers testing or evaluating techniques and models in the field of collaboration research (Richards, 2009; Chiu et al , 2010).…”

Section: Case Studymentioning

confidence: 99%

Investigating the individual trust and school performance in semi-virtual collaboration groups

Cheng

Han

et al. 2017

ITP

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Citation: CHENG, X. ... et al, 2017. Investigating the individual trust and school performance in semi-virtual collaboration groups. Information Technology and People, 30 (3), pp.691-707. AbstractPurpose -The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student's performance in school. Design/methodology/approach -Longitudinal questionnaires and interviews are conducted during the case study. By analyzing the data from the questionnaires and the grade earned by the students, the sample students are ranked with respect to the trust level and individual performance. Furthermore, the Wilcoxon signed-rank test is used to compare individual trust level and performance in the computer supported semivirtual collaborative environment. Findings -The distribution of an individual's trust level is roughly consistent with the distribution of the individual's performance in the collaboration. Besides, the relationship between a student's trust level and the student's performance is positively correlated. Research limitations/implications -This study integrates the issues of trust, school performance, and collaboration in an educational context. Furthermore, the conclusions drawn from this paper extend the literature of multiple disciplines including education, management, and psychology. Practical implications -The conclusions could apply in the fields of education and management since the analysis revealed the relationship between an individual's trust level and their performance. Originality/value -This study contributes to the field of trust and collaboration research with a link to trust development and performance. The study also provides an insight into how to successfully improve the performance of student semi-virtual collaboration groups.

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Section: Case Studymentioning

confidence: 99%

Investigating the individual trust and school performance in semi-virtual collaboration groups

Cheng

Han

et al. 2017

ITP

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“…The findings from the quantitative data analysis indicated that online collaborative learning could significantly enhance the English oral communication ability of the students. This is consistent with several studies, for instance, Badr (2020), Chiu et al (2010), Graham et al (2004), Jeong (2019), Marimuthu et al (2017), Ramos (2020), . and These studies indicated that online collaborative learning allowed students to achieve English language skills.…”

Section: ) Students' English Oral Communication Abilitysupporting

confidence: 93%

“…This approach represents a crucial change from teacher-centered instructional practice and has increasingly become an option of instructional approach in both faceto-face and online education settings because of several positive effects on students' outcomes (Badr, 2020;Chiu et al, 2010;Graham & Misanchuk, 2004;Jeong, 2019;Marimuthu et al, 2017;Ramos, 2020;. Considering the problem of online learning in English course, according to Nartiningrum and Nugroho (2020), students were lack of effective direct interaction with teachers and peers, and it led to less understanding of material discussed in the online class.…”

Section: List Of Figures Pagementioning

confidence: 99%

The effects of using online collaborative learning on English oral communication ability of EFL lower secondary students

Songpitak

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This study aimed to 1) investigate the effects of online collaborative learning in enhancing the English oral communication ability of EFL lower secondary students, and 2) to explore the opinions of EFL lower secondary students towards the use of online collaborative learning. The participants of this study were thirty 9th grade students studying at a private school in Phra Nakhon Sri Ayutthaya province and were selected based on convenience sampling. The current study employed one group pre-test and post-test design. The research instruments utilized were pre-test, post-test, and semi-structured interviews. The data analysis employed the statistics of paired-sample t-test, mean, standard deviation, and content analysis. The results of this study indicated that the English oral communication ability of the students significantly improved after the implementation of online collaborative learning instruction (p = .01), and most participants had�positive opinions towards online collaborative learning.

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“…These have driven researchers to interrogate the dynamics of the discussions, including participation or interaction patterns, to enhance the existing body of knowledge. The participation styles of learners in online discussions are generally examined in the context of participation performance (e.g., Chiu et al, 2010;Naranjo et al, 2012;Ruthotto et al, 2020). Such performance is determined using page views, the number of messages, interaction time, and interpersonal interaction metrics.…”

Section: Participation Styles In Idfsmentioning

confidence: 99%

Social Anxiety in Online Instructional Discussion Forums: The Role of Participation Styles and Ict Infrastructure

Cinar,

Demir,

Keskin

2024

Turkish Online Journal of Distance Education

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Examination of the personal characteristics (i.e., gender, participation styles) of participants and the technical infrastructure (i.e., device type, internet connection type) of Instructional Discussion Forums (IDFs) can provide functional clues for mitigating social anxiety in these settings. In this context, this research investigated variances in learners' participation styles and social anxiety in IDFs in terms of gender and ICT availability. In addition, it explored the predictive relationships between participation styles and social anxiety. A sample of 272 freshman undergraduate students discussed various topics related to Internet ethics for three weeks through an IDF. The results indicated that participation styles differed by gender and ICT availability in several respects. First, handheld devices and cellular internet connections exerted a medium-size effect on social anxiety. Further, “to get information” and “to fulfill requirement” purposes in the “Why” dimension of participation styles had a small predictive relationship with social anxiety, as did “analytical” and “practical” participation approaches in the “How” dimension. Of these, only the “to get information” purpose negatively predicted social anxiety. Overall, participation styles accounted for 19.1% of the variance in social anxiety. Based on the findings, future directions and practical implications are suggested for both researchers and practitioners.

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Elementary students' participation style in synchronous online communication and collaboration

Cited by 16 publications

References 89 publications

Investigating the individual trust and school performance in semi-virtual collaboration groups

Investigating the individual trust and school performance in semi-virtual collaboration groups

The effects of using online collaborative learning on English oral communication ability of EFL lower secondary students

Social Anxiety in Online Instructional Discussion Forums: The Role of Participation Styles and Ict Infrastructure

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