Indicators of Support in Online Interaction
IRRODL Volume 4, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press
Peer-to-peer interaction using computer-mediated communication (CMC) would appear to be a promising source of timely and cost-effective student support, but little empirical evidence regarding actual participant support behaviour has been presented (Lee, 2000). This paper reports a study of the occurrence of 13 online strategies defined as “supportive,” according to the categorizations found in an instrument called the Transcript Analysis Tool (TAT). The corpus used in the study consisted of three transcripts produced by students (graduate degree and professional development diploma candidates) engaged in course-related CMC conferencing. Analysis of the transcripts generated by the three groups showed the following: The support strategies most frequently used by the three groups were referential statements (statements which made reference to others’ previous comments; TAT type 2B), signatures, greetings, and horizontal questions (open-ended questions which invited negotiation of a plausible answer; TAT type 1B). There was some variability among the groups in the frequency of use of referential statements, horizontal questions, emoticons, and invitations to others. High- and low-support groups differed from each other in their use of referential statements, signatures, greetings, horizontal questions, rhetorical questions, and humour. As an examination of the social element of three communities of inquiry, the study described how members of these groups attempted to connect with one another interpersonally, using asynchronous conferencing, on topics related to the conceptual content of the courses. The paper concludes that while in this case the above behaviours were the means most often used to support and encourage interaction, further examination of online support behaviours and strategies is needed, especially in relation to valued outcomes such as persistence, greater motivation, less stress, and, ultimately, enhanced learning.
Fahy, P. (2003). Indicators of Support in Online Interaction. The International Review of Research in Open and Distributed Learning, 4(1),. Athabasca University Press.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Guo-Heng Luo, National Chiao Tung University; Eric Liu & Hung-Wei Kuo; Shyan-Ming Yuan, National Chiao Tung University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 1 (Jan 15, 2014)
Deborah LaPointe, Katherine Greysen & Kerrin Barrett
The International Review of Research in Open and Distributed Learning Vol. 5, No. 1 (Apr 01, 2004)
The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
Allan Jeong, Florida State University, USA
The International Review of Research in Open and Distributed Learning Vol. 6, No. 3 (Feb 22, 2006)
Examining Teachers’ Personal and Professional Use of Facebook: Recommendations for teacher education programming
Trisha Steinbrecher, University of New Mexico, United States; Juliet Hart, Arizona State University, United States
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 71–88
Debby Kalk, The University of Texas at Austin, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1621–1624
Exploring Group Interaction in Synchronous Computer-Mediated Communication (CMC) in an International Distance Course
Hsiu-Ping Yueh & Yi-Lin Liu, National Taiwan University, Taiwan; Wei-Jane Lin & Michihiko Minoh, Kyoto University, Japan
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 747–753
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.