Self-regulation in online discussions: Aligning data streams to investigate relationships between speaking, listening, and task conditions

Computers in Human Behavior

Volumn 96, Issue , 2019, Pages 273-284

  Wise, Alyssa Friend ^a   Hsiao, Ying Ting ^a  

^a NONE   (United States)

Author keywords

Asynchronous discussion groups; Computer mediated communication; Multichannel data; Multimodal data; Quantitative analysis of computer supported collaborative learning; Self regulated learning

Indexed keywords

DISTRIBUTED COMPUTER SYSTEMS; SOCIAL NETWORKING (ONLINE);

ASYNCHRONOUS DISCUSSION GROUPS; COMPUTER MEDIATED COMMUNICATION; COMPUTER SUPPORTED COLLABORATIVE LEARNING; MULTI-MODAL DATA; MULTICHANNEL DATA; SELF-REGULATED LEARNING;

STUDENTS;

ARTICLE; AUTOREGULATION; COLLABORATIVE LEARNING; HUMAN; HUMAN EXPERIMENT; MAJOR CLINICAL STUDY; QUANTITATIVE ANALYSIS; SPEECH; UNDERGRADUATE STUDENT;

EID: 85042148648     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2018.01.034     Document Type: Article

References (60)

1. Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.I., Cromley, J.G., Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research & Development 56:1 (2008), 45–72.
2. Bol, L., Garner, J.K., Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education 23:2-3 (2011), 104–123.
3. Chen, B., Scardamalia, M., Bereiter, C., Advancing knowledge-building discourse through judgments of promising ideas. International Journal of Computer-Supported Collaborative Learning 10:4 (2015), 345–366.
4. Chinn, C.A., Learning to argue. O'Donnell, A.M., Hmelo-Silver, C.E., Erkens, G., (eds.) Collaborative Learning, Reasoning and Technology, 2006, Lawrence Erlbaum Associates, NJ, 355–383.
5. Chiu, M.M., Creating new ideas during argumentation. Contemporary Educational Psychology 33 (2008), 383–402.
6. Cho, M.H., Demei, S., Laffey, J., Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research, 21(3), 2010, 297.
7. Cho, M.H., Jonassen, D., Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology 29:1 (2009), 117–138.
8. Cho, M.H., Kim, B.J., Students’ self-regulation for interaction with others in online learning environments. The Internet and Higher Education 17 (2013), 69–75.
9. Clark, D.B., Sampson, V., Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching 45:3 (2008), 293–321.
10. Cohen, J., A coefficient of agreement for nominal scales. Educational and Psychological Measurement 20:1 (1960), 37–46.
11. Dabbagh, N., Kitsantas, A., Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science 33:5–6 (2005), 513–540.
12. Dennen, V.P., Pedagogical lurking: Student engagement in non-posting discussion behavior. Computers in Human Behavior 24:4 (2008), 1624–1633.
13. Dennen, V.P., Wieland, K., From interaction to intersubjectivity: Facilitating online group discussion processes. Distance Education 28:3 (2007), 281–297.
14. Dennen, V.P., Wieland, K., Does task type impact participation? Interaction levels and learner orientation in online discussion activities. Technology, Instruction, Cognition and Learning 6 (2008), 105–124.
15. Dettori, G., Persico, D., Detecting self-regulated learning in online communities by means of interaction analysis. IEEE Transactions on Learning Technologies 1:1 (2008), 11–19.
16. Dillenbourg, P., Over-scripting CSCL: The risks of blending collaborative learning with instructional design. Kirschner, P.A., et al. (eds.) Three worlds of CSCL. Can we support CSCL?, 2002, Open University of the Netherlands, Heerlen, 61–91.
17. Dillenbourg, P., Jermann, P., Designing integrative scripts. Fischer, F., Mandl, H., Haake, J., Kollar, I., (eds.) Scripting computer-supported collaborative learning: Cognitive, computational, and educational perspectives, 2007, Springer, New York, 275–295.
18. Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist 48:1 (2013), 56–66.
19. Fox, S., MacKeogh, K., Can eLearning promote higher-order learning without tutor overload?. Open Learning 18:2 (2003), 121–134.
20. Gašević, D., Adesope, O., Joksimović, S., Kovanović, V., Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education 24 (2015), 53–65.
21. Hadwin, A.F., Wozney, L., Pontin, O., Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher–student discourse about a graduate research portfolio. Instructional Science 33:5–6 (2005), 413–450.
22. Hew, K.F., Cheung, W.S., Higher-level knowledge construction in asynchronous online discussions: An analysis of group size, duration of online discussion, and student facilitation techniques. Instructional Science 39 (2011), 303–319.
23. Hewitt, J., Toward an understanding of how threads die in asynchronous computer conferences. The Journal of the Learning Sciences 14:4 (2005), 567–589.
24. Hewitt, J., Brett, C., Peters, V., Scan rate: A newmetric for the analysis of reading behaviors in asynchronous computer conferencing environments. American Journal of Distance Education 21:4 (2007), 215–231.
25. Hsiao, Y.T., The Impact of Task Type on Learners’ Argumentation, Participation and Collaboration in Online Discussions. Unpublished masters thesis, 2012, Simon Fraser University, Canada.
26. Järvelä, S., Hadwin, A.F., New frontiers: Regulating learning in CSCL. Educational Psychologist 48:1 (2013), 25–39.
27. Kauffman, D.F., Zhao, R., Yang, Y.S., Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning. Contemporary Educational Psychology 36:4 (2011), 313–322.
28. Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R.S., Hatala, M., Penetrating the black box of time-on-task estimation. Proceedings of the fifth international conference on learning analytics and knowledge, 2015, ACM, Eidburgh, Scotland, 184–193.
29. Kramarski, B., Mizrachi, N., Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research 99:4 (2006), 218–231.
30. Lee, A., O'Donnell, A.M., Rogat, T.K., Exploration of the cognitive regulatory sub-processes employed by groups characterized by socially shared and other-regulation in a CSCL context. Computers in Human Behavior 52 (2015), 617–627.
31. Littell, R.C., Stroup, W.W., Milliken, G.A., Wolfinger, R.D., Schabenberger, O., SAS for mixed models. 2nd ed., 2006, SAS Institute, Cary, NC.
32. Marbouti, F., Wise, A.F., Starburst: A new graphical interface to support productive engagement with others’ posts in online discussions. Educational Technology Research & Development 64:1 (2016), 87–113.
33. McGrath, J.E., Groups: Interaction and performance. 1984, Prentice Hall, NJ.
34. Miller, A.J., Selection of subsets of regression variables. Journal of the Royal Statistical Society: Series A 147:3 (1984), 389–425.
35. Moore, M., Three types of interaction. American Journal of Distance Education 3:2 (1989), 1–6.
36. Nussbaum, E.M., Sinatra, G.M., Argument and conceptual engagement. Contemporary Educational Psychology 28 (2003), 384–395.
37. Paulus, T.M., Collaborative and cooperative approaches to online group work: The impact of task type. Distance Education 26:1 (2005), 111–125.
38. Peters, V., Hewitt, J., An investigation of student practices in asynchronous computer conferencing courses. Computers & Education 54:4 (2010), 951–961.
39. Roll, I., Wiese, E.S., Long, Y., Aleven, V., Koedinger, K.R., Tutoring self-and co-regulation with intelligent tutoring systems to help students acquire better learning skills. Sottilare, R., et al. (eds.) Design recommendations for intelligent tutoring systems – volume 2: Instructional management, 2014, US Army Research Laboratory, Orlando, FL, 169–182.
40. Sauerbrei, W., The use of resampling methods to simplify regression models in medical statistics. Applied Statistics 48:3 (1999), 313–329.
41. Schraw, G., Measuring self-regulation in computer-based learning environments. Educational Psychologist 45:4 (2010), 258–266.
42. Schunk, D.H., Zimmerman, B.J., Motivation and self-regulated learning: Theory, research, and applications. 2008, Erlbaum, New York, NY.
43. Straus, S.G., McGrath, J.E., Does the medium matter? The interaction of task type and technology on group performance and member reactions. Journal of Applied Psychology 79:1 (1994), 87–97.
44. Tchounikine, P., Operationalizing macro-scripts in CSCL technological settings. International Journal of Computer-Supported Collaborative Learning 3:2 (2008), 193–233.
45. del Valle, R., Duffy, T.M., Online learning: Learner characteristics and their approaches to managing learning. Instructional Science 37:2 (2009), 129–149.
46. Wise, A.F., Chiu, M.M., The impact of rotating summarizing roles in online discussions: Effects on learners’ listening behaviors during and subsequent to role assignment. Computers in Human Behavior 38 (2014), 261–271.
47. Wise, A.F., Hausknecht, S., Zhao, Y., Relationships between listening and speaking in online discussions: An empirical investigation. Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, 2013, ICLS, Madison, WI, 534–541.
48. Wise, A.F., Hausknecht, S.N., Zhao, Y., Attending to others’ posts in asynchronous discussions: Learners’ online “listening” and its relationship to speaking. International Journal of Computer-Supported Collaborative Learning 9:2 (2014), 185–209.
49. Wise, A.F., Hsiao, Y.T., Marbouti, F., Zhao, Y., Tracing ideas and participation in an asynchronous online discussion across individual and group levels over time. In. Proceedings of the 10th International Conference of the Learning Sciences, 2012, ISLS, Sydney, Australia, 431–435.
50. Wise, A.F., Marbouti, F., Hsiao, Y., Hausknecht, S., A survey of factors contributing to learners’ “listening” behaviors in asynchronous discussions. Journal of Educational Computing Research 47:4 (2012), 461–480.
51. Wise, A.F., Marbouti, F., Speer, J., Hsiao, Y.T., Towards an understanding of “listening” in online discussions: A cluster analysis of learners’ interaction patterns. In. Proceedings of the 9th International Conference on Computer Supported Learning, 2011, ISLS, Hong Kong, China, 88–95.
52. Wise, A.F., Speer, J., Marbouti, F., Hsiao, Y., Broadening the notion of participation in online discussions: Examining patterns in learners’ online listening behaviors. Instructional Science. 41:2 (2013), 323–343.
53. Wise, A.F., Perera, N., Hsiao, Y., Speer, J., Marbouti, F., Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. Internet and Higher Education 15:2 (2012), 108–117.
54. Wise, A.F., Zhao, Y., Hausknecht, S.N., Learning analytics for online discussions: Embedded and extracted approaches. Journal of Learning Analytics 1:2 (2014), 48–71.
55. Winne, P.H., Improving measurements of self-regulated learning. Educational Psychologist 45:4 (2010), 267–276.
56. Winne, P.H., Azevedo, R., Metacognition. Sawyer, R.K., (eds.) The Cambridge handbook of the learning sciences, 2nd ed., 2015, Cambridge University Press, Cambridge, UK, 63–87.
57. Woo, Y., Reeves, T., Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education 10:1 (2007), 15–25.
58. Yun, G.W., Park, S.Y., Selective posting: Willingness to post a message online. Journal of Computer-mediated Communication 16 (2011), 201–227.
59. nd ed., 2013, Routledge, London, UK.
60. Zirkel, S., Garcia, J.A., Murphy, M.C., Experience-sampling research methods and their potential for education research. Educational Researcher 44:1 (2015), 7–16.