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Comparing Productive Online Dialogue in Two Group Styles: Cooperative and Collaborative
ARTICLE

American Journal of Distance Education Volume 18, Number 2, ISSN 0892-3647

Abstract

This study examined the influence of group structures upon six groups of distributed graduate students as they pursued a six-week problem-based learning activity by communicating in an asynchronous computer conference. Henri and Rigault's (1996) content analysis framework and Howell-Richardson and Mellar's (1996) guidelines for interconnectedness of messages were used to analyze the messages. In addition, learners' perceptions of interdependence and intersubjectivity were gauged from a self-reported survey developed by the researcher. Overall comparisons revealed that group conferences with role assignment had higher levels of interconnected messages. Weekly comparisons also indicated higher perceptions of intersubjectivity and deep processing for the role assignment group during the initial weeks of the activity. Over time, however, these levels equalized across group structures.

Citation

Rose, M.A. (2004). Comparing Productive Online Dialogue in Two Group Styles: Cooperative and Collaborative. American Journal of Distance Education, 18(2), 73-88. Retrieved July 20, 2019 from .

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