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Impacts of role assignment and participation in asynchronous discussions in college-level online classes
ARTICLE

, Department of Educational Studies, United States ; , Department of Instructional Systems and Workforce Development, United States ; , Department of Educational Psychology, United States

Internet and Higher Education Volume 20, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

In this study, 57 participants from an online course participated in online learning activities facilitated by assigned moderators. Social network analysis techniques were utilized to examine the influence of moderator role assignment on social networks of online classes. The results indicated when students were assigned to the moderator position their participation quantity, diversity, and interaction attractiveness increased significantly and their non-posting participation significantly influenced the group interaction. Students' participation quantity and diversity also significantly influenced their interaction attractiveness. Qualitative findings revealed moderation characteristics of the highest density and lowest density groups.

Citation

Xie, K., Yu, C. & Bradshaw, A.C. (2014). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. Internet and Higher Education, 20(1), 10-19. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2013.09.003

Keywords