"Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?
Educational Media International Volume 46, Number 4, ISSN 0952-3987
This study explores a labelling feature that allows students to tag parts of their online messages. Data comes from four sequentially offered sessions of a graduate education course. Students engaged in two to three online activities in groups of three or four. Students (n = 53) contributed from 0 to 56 labels (M = 12.42, SD = 13.50) and 18 to 114 messages (M = 39.70, SD = 18.04). Groups (n = 17) contributed from 0 to 109 labels, and 57 to 227 messages. Field-notes and descriptive statistics suggested there were seven labelling groups, seven non-labelling groups, and three groups difficult to categorize. None of the individual characteristics hypothesized to predict labelling did. Still, categories of users and non-users emerged from qualitative analyses: strategists, trusters, and techies contrasting with fringe participants, surface coasters, techie-shy, and fluid writers/thinkers/readers. Labelling appeared to be largely a family affair--which group a student belonged to correlated to how much he/she labelled. MANOVA gives for labelling usage F(16, 36) = 2.697, p less than 0.01. (Contains 3 tables and 5 figures.)
Bures, E.M., Schmid, R.F. & Abrami, P.C. (2009). "Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?. Educational Media International, 46(4), 317-334.
- computer mediated communication
- Cooperative learning
- Education Courses
- Feedback (Response)
- Foreign Countries
- Graduate students
- higher education
- Individual Characteristics
- information retrieval
- Labeling (of Persons)
- learner engagement
- learning strategies
- Predictor Variables
- Qualitative Research
- Statistical Distributions
Cited ByView References & Citations Map
Eva Mary Bures, Bishop's University, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 149–158
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