The Role of Social Comments in Problem-Solving Groups in an Online Class

Molinari, Deana L.

doi:10.1207/s15389286ajde1802_3

Cited by 48 publications

(28 citation statements)

References 10 publications

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“…In fact, the studies evidence multiple aspects of social presence, including affective, interactive, and cohesive interactions. Further, our findings support the research that has underscored the importance of social activity during CMC interactions (McPherson & Nunes, 2004;Molinari, 2004) since the students involved at U1, U2, and U3 clearly relied on social activity to build their communities during electronic discussions.…”

Section: Resultssupporting

confidence: 86%

“…Therefore, the option of addressing other members and making inclusive gestures was not as necessary. This idea parallels findings of other VLC investigations, namely Molinari's (2004) recent work, in which she found that during the first third of the course, social activity dominated the messages but diminished over time. She hypothesized that the social activity at the beginning was aimed at building working relationships (as opposed to friendships) and that once these relationships were established, they could be assumed to be strong.…”

Section: Discussionsupporting

confidence: 87%

“…Similar patterns emerge, relatively speaking, for the affective, interactive, and cohesive events that make up this total. This trend is consistent with the supposition that students make an effort for the first few weeks to construct their social community, after which it is assumed to be in tact and self-sustaining (see Molinari, 2004).…”

Section: Study 1-u1/u2supporting

confidence: 88%

“…They also engaged in more social presence as they began to build more and more of a rapport with each other. These results from Study 2 contradict Molinari's (2004) findings and suggest that the participants did not just build working relationships throughout the discussions but also formed friendships, which can provide continuous support during their FL teaching careers. That finding may indicate that the social activity we observed was not just a means to an end (i.e., to make the discussions work) but instead served its own purpose of creating a community.…”

Section: Discussioncontrasting

confidence: 73%

“…In one model, four out of the five layers needed for effective collaboration relate to the social aspect of interaction: (a) support from the instructor, (b) getting acquainted, (c) establishing communication, and (d) building trust (Hasler-Waters & Napier, 2002). In addition, Tu & Corry (2002) defined social interaction as a dimension of VLCs that is related to and enhances instruction, while other studies have also offered support for the importance of social activity during CMC (McPherson & Nunes, 2004;Molinari, 2004).…”

Section: Virtual Learning Communities (Vlcs)mentioning

confidence: 99%

See 4 more Smart Citations

Using Computer-mediated Communication to Establish Social and Supportive Environments in Teacher Education

Arnold¹,

Ducate²,

Lomicka³

et al. 2013

CALICO

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This article examines social presence in virtual asynchronous learning communities among foreign language teachers. We present the findings of two studies investigating cross-institutional asynchronous forums created to engage participants in online dialogues regarding their foreign language teacher preparation experiences in and out of the classroom. Both studies took place during Fall 2003 and were conducted between first-time teacher/graduate students in four methodology courses at three large state universities. In the first study, students participated in weekly online exchanges in the form of dialogue journals for reflective teaching. In the second study, students were provided with specific topics to address using a discussion board, related both to theoretical language learning issues as well as pedagogical classroom-related concerns. The data analyzed here consist of the contributions and responses submitted by all participants on their respective online forums. We analyze these data qualitatively using Rourke, Anderson, Garrison, and Archer's (2001) framework in order to gain a better understanding of the element of social presence-specifically affective, interactive, and cohesive indicators as they occur during asynchronous online discussion. This study marks an important contribution to the literature as it examines how virtual discussion takes shape, how the notion of social presence is defined in these foreign language teacher communities, as well as the implications for language teacher education in computer-mediated communication.

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