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首页> 外文期刊>Asia Pacific Journal of Education >Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study
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Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study

机译：可能影响亚洲学生参加由同伴推动的在线讨论论坛的程度的因素：一个案例研究

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This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided.View full textDownload full textKeywordsasynchronous online discussion, student participation, peer facilitationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02188790903503619
机译：这项研究调查了可能影响学生参加异步在线讨论论坛的程度的因素。参与程度是指学生发布的消息数量。数据来自41个论坛，学生的反思日志和学生的访谈。在这41个论坛中，确定了参加者发布频率最高的前三个论坛（n = 14）。从其余论坛中随机选择了14个频率较低的论坛。我们还通过检查在线发布中展示的知识构建水平，来评估在较频繁和较不频繁的小组中进行的讨论的质量。我们发现，就较高的知识构建水平而言，较频繁组的贡献质量要比较不频繁组的贡献质量高。定量分析表明，讨论的持续时间无法解释两组之间的差异。取而代之的是，越来越多的论坛在小组人数以及学生辅导员表现出的两种心智习惯的频率上有所不同：（a）意识到自己的想法，（b）准确并寻求准确性。对反思日志和访谈的定性分析表明，其他几个重要因素也可能影响学生的参与决定：（a）熟悉辅导员，（b）互相帮助的相互义务，（c）关于该主题的知识，以及（d）有时间。提供了研究结果的含义和建议，以供将来研究。 ，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02188790903503619

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