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首页> 外文期刊>International journal of computer-supported collaborative learning >Attending to others' posts in asynchronous discussions: Learners' online 'listening' and its relationship to speaking
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Attending to others' posts in asynchronous discussions: Learners' online 'listening' and its relationship to speaking

机译：在异步讨论中参加其他人的帖子：学习者的在线“听”及其与口语的关系

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摘要

Theoretical models of collaborative learning through online discussions presuppose that students generally attend to others' posts. However, a succession of studies over the last decade has shown this assumption to be unwarranted. Instead, research indicates that learners attend to others' posts in diverse and particular ways-an activity we have conceptualized as online "listening." In this study, we take an important step forward in developing a robust theory of online listening by examining the relationship between how learners "listen" (access existing posts) and "speak" (contribute posts) in online discussions. Ten variables indexing four dimensions of students' listening (breadth, depth, temporal contiguity and revisitation) and five variables indexing three dimensions of students' speaking (discursiveness, depth of content and reflectivity) were calculated for 31 students participating in 6 week-long online discussions as part of an undergraduate educational psychology course. Multi-level mixed-model linear regressions indicated that responsiveness of students' posts was positively predicted by how often they revisited previously read peer posts, and negatively related to a greater number of posts in the discussion overall. The depth of posts' contents was predicted by the percentage of posts viewed that students actually read (as opposed to scanned). An exploratory follow-up analysis indicated that these listening-speaking relationships manifest differently over time for distinct subsets of learners (e.g., a decrease in variable pairs versus corresponding fluctuations around stable levels). Put together, results suggest that when students take the time to read and re-read their peers' posts there are related benefits in the quality of the posts they contribute.
机译：通过在线讨论进行协作学习的理论模型以学生通常参加他人的帖子为前提。但是，过去十年来的一系列研究表明，这种假设是没有根据的。取而代之的是，研究表明，学习者以多种多样且特殊的方式参与他人的帖子，我们将这种活动概念化为在线“收听”。在这项研究中，我们通过研究学习者在在线讨论中“听”（访问现有帖子）和“讲话”（发表帖子）之间的关系，在发展健壮的在线听力理论方面迈出了重要的一步。对于参加为期6周的在线学习的31名学生，计算了十个变量来索引学生的听力的四个维度（深度，深度，时间连续性和复视），五个变量来索引学生的口语的三个维度（分散性，内容深度和反射率）。讨论作为本科教育心理学课程的一部分。多层次混合模型线性回归表明，学生帖子的反应性是由他们重新访问以前阅读过的同伴帖子的频率来肯定地预测的，而与整个讨论中更大数量的帖子负相关的。帖子内容的深度是根据学生实际阅读（而不是扫描）的阅读百分比来预测的。一项探索性跟进分析表明，随着时间的流逝，不同学习者子集的这些听力-说话关系表现出不同的表现（例如，变量对的减少与稳定水平附近的相应波动）。综上所述，结果表明，当学生花时间阅读和重新阅读同龄人的帖子时，他们贡献的帖子质量会有相关的好处。

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