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|Title:||Effects of Previous Messages' Evaluations, Knowledge Content, Social Cues and Personal Information on the Current Message During Online Discussion|
Chiu, Ming Ming
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Chen, G. & Chiu, M. M. (2007). Effects of Previous Messages' Evaluations, Knowledge Content, Social Cues and Personal Information on the Current Message During Online Discussion. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 132-134). New Brunswick, NJ, USA: International Society of the Learning Sciences.|
|Abstract:||This study of the flow of online discussions examined how previous messages affected the current message along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using dynamic multilevel analysis (DMA) and a structural equation model (SEM), this study analyzed 131 messages of 47 participants across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message yielded more disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with a previous message elicited more responses. Together, these results suggest that teachers can use and manage online discussions to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects.|
|Appears in Collections:||CSCL 2007|
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