Mediated group development and dynamics: an examination of video chatting, Twitter, and Facebook in group assignments

Frisby, Brandi N.; Kaufmann, Renee; Beck, Anna-Carrie

doi:10.1080/17404622.2016.1219038

Cited by 6 publications

(3 citation statements)

References 31 publications

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“…According to studies by Wrench et al [ 56 ] and Knoster et al [ 57 ], which tested RRGT, the existence of the interdependence of relational and rhetorical sets of goals was confirmed. These instructional perspectives were similar to previous research that presented computer-mediated communication to achieve group performance, as well as socialization [ 35 , 54 ]. Thus, technology may help students efficiently manage both the relational and rhetorical requirements of group work.…”

Section: Theoretical Modelssupporting

confidence: 83%

“…Group development has become a continuous process in the presence of innovative technologies. Frisby et al [ 54 ] suggested that learning groups working together in blended learning situations should develop in the way that Tuckman’s model proposed. They appreciated both asynchronous and synchronous tools for group development to achieve every stage, with a focus on socialization and performance simultaneously.…”

Section: Theoretical Modelsmentioning

confidence: 99%

“…According to Frisby et al [ 40 ], the importance of both socialization and performance-based group development is grounded in the rhetorical and relational goal theory (RRGT) of instruction by Mottet et al [ 55 ]. Learning groups need to set both goals of socialization and academic performance to complete the tasks and academic work [ 54 ]. According to studies by Wrench et al [ 56 ] and Knoster et al [ 57 ], which tested RRGT, the existence of the interdependence of relational and rhetorical sets of goals was confirmed.…”

Section: Theoretical Modelsmentioning

confidence: 99%

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Breaching Learners’ Social Distancing through Social Media during the COVID-19 Pandemic

Asghar

Iqbal

Seitamaa-Hakkarainen

et al. 2021

IJERPH

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Higher education has been shifted toward blended learning during the COVID-19 pandemic. An increase in social media usage intensity and reduced face-to-face interaction due to the COVID-19 pandemic urged instructional communication researchers to revisit the dynamics of learners’ group development in terms of their socialization and academic performance during the COVID-19 crisis. This research aimed to determine the mediating role of social media sociability between face-to-face socialization and academic performance of higher education students in blended learning environments during the COVID-19 pandemic. It was also the aim of the study to determine the moderating effect of social media usage intensity on social media sociability. A cross-sectional survey was conducted with the students (n = 340) enrolled in science teacher education departments of universities in Pakistan. Partial least squares structural equation modeling (PLS-SEM) was used for multivariate analysis. Results revealed that face-to-face socialization gave an essential start to develop a learning group. However, when face-to-face socialization was reduced due to the COVID-19 pandemic, it was mediated by social media usage in blended learning environments to increase their socialization and academic performance during the crisis. The findings of the study are useful for higher education institutions to adopt social media strategies for students’ socialization during the crisis.

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Section: Theoretical Modelssupporting

confidence: 83%

Section: Theoretical Modelsmentioning

confidence: 99%