Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3352
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dc.contributor.authorPeters, Jim Hewitt and Vanessa
dc.date.accessioned2019-07-20T23:49:45Z
dc.date.accessioned2020-01-09T18:38:10Z-
dc.date.available2019-07-20T23:49:45Z
dc.date.available2020-01-09T18:38:10Z-
dc.date.issued2007-07
dc.identifier.citationPeters, J. H. (2007). The Relationship between Student Interaction and Message Readability in Asynchronous Online Discussions. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 289-291). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.289
dc.identifier.urihttps://repository.isls.org//handle/1/3352-
dc.description.abstractThe current study explores the relationship between the readability of computer conferencing messages and the level of student interaction in asynchronous online discussions. Large-scale quantitative analyses were performed on the activity logs of 37 graduate-level distance education courses at the University of Toronto. The mean Reading Ease and Grade Level scores of student messages were found to be significantly correlated with the mean number of messages that students write, the percentage of student messages that reply to other messages, and mean message size. A correlation was also found between the readability of instructor messages and student messages. Consequently, the data suggest that a positive relationship exists between readability and the level of student online interactivity. Possible explanations for these results are discussed.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleThe Relationship between Student Interaction and Message Readability in Asynchronous Online Discussionsen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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