Small group communication research of the 1970's: A synthesis and critique

Cragan, John F.; Wright, David W.

doi:10.1080/10510978009368057

Cited by 28 publications

(6 citation statements)

References 110 publications

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“…So far, over-time group research has been scarce (Scott 1999) although its importance has been repeatedly stressed (e.g., Cragan and Wright 1990;Frey 1994;Poole et al 1999). Application of over-time analysis, as well as development of process theories, provide the potential to expand inference beyond simple correlation techniques and to examine the effects of time lags on causal influences among variables (Monge 1990).…”

Section: Discussionmentioning

confidence: 99%

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

111

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This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting -namely the assignment of roles to group members -on the other. Results indicate that a large part of the overall variability in students' level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics -differences between the consecutive discussion themes -appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected.

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Section: Discussionmentioning

confidence: 99%

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

111

View full text Add to dashboard Cite

show abstract

“…According to the interpersonal needs theory (Schutz, 1966), a person has particular needs concerning interactions and only when interactions meet this needs, the person experiences the interaction to be a rewarding one. These needs cover, for instance, the feeling of perceiving a sense of authority in decision making or the need for respectful treatment (Cragan and Wright, 1991). If these needs are (not) met, the person is likely to be (dis)satisfied with her or his experience (Anderson and Martin, 1995).…”

Section: Antecedents Of Customer Encounter Satisfactionmentioning

confidence: 99%

The impact of sales encounters on brand loyalty

Brexendorf

Mühlmeier

Tomczak

et al. 2010

Journal of Business Research

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“…Furthermore, reliance on single observations of group communication has troubled group communication researchers, and the importance of conducting studies over time has been stressed repeatedly (e.g., Bales & Strodtbeck, 1951;Bormann, 1970;Cragan & Wright, 1990;Frey, 1994aFrey, , 1994bPoole, 1983a;Poole et al, 1999). Over-time analysis is especially necessary in studies examining transitions in task groups (Gersick, 1988(Gersick, , 1989, models of group decision development (e.g., Fisher, 1970;Poole, 1983b;Poole & Roth, 1989), and general perspectives on group development related to time (McGrath, 1993;McGrath et al, 1993;Mennecke, Hoffer, & Wynne, 1992).…”

Section: Over-time Analysismentioning

confidence: 99%