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Title: Relationships between Listening and Speaking in Online Discussions: An Empirical Investigation
Authors: Wise, Alyssa Friend
Hausknecht, Simone Nicole
Zhao, Yuting
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Wise, A. F., Hausknecht, S. N., & Zhao, Y. (2013). Relationships between Listening and Speaking in Online Discussions: An Empirical Investigation. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 534-541). Madison, WI: International Society of the Learning Sciences.
Abstract: This study investigated relationships between how students "listen" (access existing posts) and "speak" (contribute posts) in asynchronous online discussions. Ten variables indexing four dimensions of students' listening (breadth, depth, temporal contiguity and revisitation) and five variables indexing three dimensions of students' speaking (discursiveness, depth of content and reflectivity) were calculated for 31 students participating in six week-long online discussions as part of an undergraduate educational psychology course. Multi-level mixed-model linear regressions indicated that responsiveness of students' posts was positively predicted by how often they revisited previously read peer posts, and negatively related to a greater number of posts in the discussion overall. Post content quality was predicted by the percentage of posts viewed that students actually read (as opposed to scan). Put together, results suggest that when students take the time to read and re-read their peers' posts there are related benefits in the quality of the posts they contribute.
Appears in Collections:CSCL 2013

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