Influence of group size on students' participation in online discussion forums
Computers & Education Volume 62, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This study attempts to examine how students participate and interact in different discussion modules organized with different group size in an online environment. It adopts a case study methodology where full semester online course with two small-group and three class-wide discussion forums was examined. The researcher counted the number of messages and hits (i.e. the number of students' clicks on other messages) and analyzed that to classify the level of interactivity of every individual message into four categories, i.e. independent, quasi-interactive, interactive (elaborative) and interactive (negotiating). It found that the class guidelines and active encouragement by the instructor had contributed to the high number of total messages and hits representing students' overall participation in all discussion forums. However, large discussion forums in the course had their limitations in promoting higher level of interactivity among the students. On the other hand, two small-group discussion forums had a higher number (by 21%) of enhanced interactivity (elaborating and negotiating mode). The study then concludes that a high quality participation in a large online class could be effected through sub-grouping. It further alludes that other practices should be taken into consideration to promote interactivity in discussion.
Kim, J. (2013). Influence of group size on students' participation in online discussion forums. Computers & Education, 62(1), 123-129. Elsevier Ltd.
Cited ByView References & Citations Map
Size Matters: An Exploratory Study of the Impact of Discussion Forum Format on Social Presence and Cognitive Presence
Valerie Barbaro, University of Minnesota, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2068–2074
Misook Heo, Duquesne University, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1296–1303
Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
Eunjung Oh, Department of Education Policy, Organization and Leadership University of Illinois at Urbana-Champaign; Hyun Kim, Department of Professional Learning and Innovation Georgia College and State University
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
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