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Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors

机译：拓宽参与在线讨论的概念：检查学习者在线聆听行为的模式

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While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive interactivity and knowledge construction is engagement with the posts contributed by others. In this study, these actions (how learners interact with the existing discussion; which posts they attend to, when, and how) are conceptualized as “online listening behaviors” and are studied in the context of a large undergraduate business course taught in a blended format. Clickstream data was collected for 96 participants from 3 week-long online discussions to solve organizational behavior challenges in groups of 10–13. Listening behaviors accounted for almost three-quarters of the time learners spent in the discussions, and cluster analysis identified three distinct patterns of behavior: (1) Superficial Listeners, Intermittent Talkers; (2) Concentrated Listeners, Integrated Talkers; and (3) Broad Listeners, Reflective Talkers. The clusters differed in the depth, breadth, temporal contiguity, and reflectivity of their listening as well as in their patterns of speaking. An illustrative case study of how the listening behaviors were enacted by one student from each cluster over time was used to deepen the characterization and interpretation of each cluster. The results indicate that online listening is a complex phenomenon and a substantial component of students’ participation in online discussions. Findings are compared to the previous work on student learning approaches and implications for practice and future research are discussed.
机译：尽管大量研究已经研究了学生在电子讨论论坛中贡献的信息，但要有效地参与在线学习对话，不仅需要发表文章。生产性互动和知识建设的一个重要前提是参与其他人提供的职位。在这项研究中，这些动作（学习者如何与现有讨论进行互动；他们参加哪些帖子，何时以及如何进行）被概念化为“在线聆听行为”，并在一个大型本科商业课程的背景下进行了研究格式。通过为期3周的在线讨论，为96位参与者收集了Clickstream数据，以10-13人为一组来解决组织行为方面的挑战。听力行为占学习者在讨论中所花费时间的近四分之三，而聚类分析确定了三种不同的行为模式：（1）表面听众，间歇性讲话者； （2）集中听众，综合讲话者； （3）广泛的听众，反省的谈话者。这些聚类在聆听的深度，广度，时间连续性和反射率以及说话方式上有所不同。一个关于一个学生如何随时间从每个聚类中逐步实施听力行为的说明性案例研究被用于加深每个聚类的特征和解释。结果表明，在线聆听是一种复杂现象，是学生参与在线讨论的重要组成部分。将研究结果与以前关于学生学习方法的工作进行比较，并讨论对实践和未来研究的意义。

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