TY - GEN
T1 - Towards an understanding of "listening" in online discussions
T2 - 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
AU - Wise, Alyssa Friend
AU - Marbouti, Farshid
AU - Speer, Jennifer
AU - Hsiao, Ying Ting
PY - 2011
Y1 - 2011
N2 - Conducting learning conversations through online discussion forums differs from face-to-face conversations as learners can be selective in what comments they choose to "listen" to, when they chose to do so, and how long they spend attending to them. Using cluster analysis of learners' click-stream data from an online discussion forum, this study identified three patterns of behaviors that differentiate between learners: Superficial Listeners, Intermittent Talkers; Concentrated Listeners, Integrated Talkers; and Broad Listeners, Reflective Talkers. Clusters differed in the amount of time spent listening, number of posts attended to, number and length of their sessions, and number of own posts contributed and reviewed. Clusters did not differ in percentage of posts scanned (vs. read), time to compose posts, length of posts made, or final course grades. Results are compared to interaction styles found for other online tools and implications for practice and future research are discussed.
AB - Conducting learning conversations through online discussion forums differs from face-to-face conversations as learners can be selective in what comments they choose to "listen" to, when they chose to do so, and how long they spend attending to them. Using cluster analysis of learners' click-stream data from an online discussion forum, this study identified three patterns of behaviors that differentiate between learners: Superficial Listeners, Intermittent Talkers; Concentrated Listeners, Integrated Talkers; and Broad Listeners, Reflective Talkers. Clusters differed in the amount of time spent listening, number of posts attended to, number and length of their sessions, and number of own posts contributed and reviewed. Clusters did not differ in percentage of posts scanned (vs. read), time to compose posts, length of posts made, or final course grades. Results are compared to interaction styles found for other online tools and implications for practice and future research are discussed.
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M3 - Conference contribution
AN - SCOPUS:84858414939
SN - 9780578091525
T3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
SP - 88
EP - 95
BT - Connecting Computer-Supported Collaborative Learning to Policy and Practice
Y2 - 4 July 2011 through 8 July 2011
ER -