@inproceedings{17f8e548325a4e1ca332dc1b8ab2e742,
title = "Factors contributing to learners' online listening behaviors in online and blended courses",
abstract = "Much research on online discussions has focused on the messages contributed but not how learners interact with the existing discussion. These {"}online listening behaviors{"} are important to the learning process' influencing both the uptake of others' ideas and the contributions made. Participants from two university courses (one blended' one fully online) were surveyed about factors influencing their online listening behaviors and their goal orientations. Results showed learners' decisions about which posts to open were based on the reply structure (if a post replied to them or had many replies). Once opened' participants in the online class often used a {"}triage{"} strategy' scanning posts to decide if to read in more depth. In the blended class replying to posts that provoked a question was associated with a Mastery approach; replying to posts that agreed with the learner's ideas was associated with Work- Avoidance. Implications for research and design of online discussions are presented.",
author = "Wise, {Alyssa Friend} and Jennifer Speer and Hsiao, {Ying Ting} and Farshid Marbouti",
year = "2011",
language = "English (US)",
isbn = "9780578091532",
series = "Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.",
pages = "711--715",
booktitle = "Connecting Computer-Supported Collaborative Learning to Policy and Practice",
note = "9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 ; Conference date: 04-07-2011 Through 08-07-2011",
}