Stalling the learning process: Group dynamics in cyberspace

Davis, Mike; Ralph, Sue

doi:10.1080/02660830.2001.11661455

Cited by 14 publications

(9 citation statements)

References 5 publications

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“…This finding is in contrast to earlier observations that high affiliation students interact more than those with low affiliation (Klein & Schnackenberg, 2000) and that social orientation is associated with communication in groups (Hall et al, 1988). One explanation for this discrepancy may be found in previous research indicating that shy students are more likely to express themselves in computer-mediated communication, compared to face-to-face situations (Davis & Ralph, 2001;Mabrito, 1991;Mason, 1989). Another explanation is that the use of median split in the current study did not adequately differentiate between high and low affiliation motives.…”

Section: Participant Interactionscontrasting

confidence: 56%

Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

Brewer

Klein

2006

EDUCATION TECH RESEARCH DEV

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In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or Keywords: Cooperative learning, positive interdependence, affiliation, social orientation, roles, rewards, online, asynchronous, distance learning Over the past decade, there has been increased research on using small group methods with college students and other adult learners. According to Johnson, Johnson, and Smith (1998a), the results of this research are impressive when the magnitude of effect sizes in favor of cooperative over competitive and individual methods are considered. Furthermore, a meta-analysis of 39 studies in undergraduate settings points to significant positive effects of

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Section: Participant Interactionscontrasting

confidence: 56%

Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

Brewer

Klein

2006

EDUCATION TECH RESEARCH DEV

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“…Based on the literature on teams and student learning, we included the background variables of age, sex, time in the program, team size, and GPA as covariates in our analyses. Lawther and Walker (2001) report that age or maturity may be linked with Web-based student performance, whereas a number of researchers, including Arbaugh (2000aArbaugh ( , 2000c and Davis and Ralph (2001), find gender differences in participation; gender differences also have been reported in learning performance and satisfaction (Stelzer, 2001). Arbaugh (2002) and Arbaugh and Duray (2002) report that prior experience with online courses affects outcomes, and the team literature discusses the potential negative effect of team size on performance and satisfaction (Carron & Spink, 1995).…”

Section: Control Variablesmentioning

confidence: 99%

Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

Williams

Duray

Reddy

2006

Journal of Management Education

154

125

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This research examines computer-supported collaborative learning. Master’s of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team interactions (team-source learning). The results indicate that both teamwork orientation and group cohesiveness predict student learning, with group cohesiveness mediating the relationship between teamwork orientation and student learning. Teamwork orientation and group cohesiveness appear to be equally important predictors of team-source learning. The implications of this research for the use of teams in online distance education are discussed.

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“…This supports many of the ideas presented in the introduction. The fact that blog participation was assessed, for instance, was seen as a necessary catalyst for encouraging this activity and for avoiding issues of non participation that Davis and Ralph (2001) noticed earlier. In this case blogging was encouraged but not taken over by the assessment structure.…”

Section: Future Directionsmentioning

confidence: 99%

“…interface, reveal typically disappointing results. (see, for example, Baker & Lund, 1997;Davis & Ralph, 2001;Salmon, 2000;Vincent, 2000). Salmon cites technical, learning and moderating issues related to conferencing technology, with induction and training taking too much time, despite much reported enthusiasm (2000, p. 498-9).…”

mentioning

confidence: 99%

Emerging Pedagogies In The Middle East: Enhancing Student Autonomy Using Weblogs (Blogs)

Gunn¹,

Raven²

2010

BJLL

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Students in the Middle East have typically been taught English following traditional, rote learning methods. There has been little time, or little room, within the set curriculum for teachers to enrich their students’ learning experience. However, especially in the UAE, reforms are being implemented to change the way English is being taught. This paper illustrates how student autonomy can be fostered through the use of an on-line web application. The authors argue that weblogs (blogs), which allow students to publish their work on-line and allow for others to comment on the published work, support a new approach to teaching writing. Feedback from a group of students involved in a small study at the Higher Colleges of Technology support the authors’ claims.

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Stalling the learning process: Group dynamics in cyberspace

Cited by 14 publications

References 5 publications

Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

Emerging Pedagogies In The Middle East: Enhancing Student Autonomy Using Weblogs (Blogs)

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