Abstract

Group dynamics is often referred to as social presence. Social presence is described as the ability of learners to project themselves as connected members in the learning community. It is widely acknowledged that learning is affective and emotional. Learning is inseparable with learners' emotion. Within a learning community, learners should feel free to take risks to achieve desired learning outcome. Online discussions often lack the social interaction required for dynamic and reflective dialogues. The online discussion is text-based, which makes it difficult in establishing social presence. This paper reports a design-based research in promoting group dynamics in asynchronous discussions. This design-based research focuses on the design of the rules to facilitate social presence, the implementation of the design in a university course and the findings of the investigation of the design.

Citation

Wang, Y.m. (2007). Promoting Group Dynamics in Asynchronous Online Discussions. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3178-3179). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/25096/.