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The influence of group size on nonmandatory asynchronous instructional discussion groups

机译：小组人数对非强制性异步教学讨论小组的影响

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摘要

In this study, the authors examined the effect of group size on students' behavior in asynchronous, nonmandatory instructional discussion groups. The focus in this study is on four main questions: (a) Does group size affect the proportion of learner-learner and instructor-learner interactions? (b) Does group size influence the number of messages instructors post? (c) Does group size have an effect on the number of contributions that students post? (d) Does group size affect instructor lag time as well as the interval between successive postings? It was found that group size affects all these aspects of asynchronous discussion: The proportion of learner-learner interaction increased as group size increased, while the proportion of instructor messages decreased. Most students participated to a minimal degree and only a small minority of students posted more than 10% of a discussion group's messages. Last, as group size increased, the interval between successive instructors' postings decreased; lag time, however, was not influenced by group size. Results are discussed in terms of the restructured theory of transactional distance by Gorsky and Caspi, 2003, and several explanations relating group size and students' behavior in asynchronous discussion group are suggested.
机译：在这项研究中，作者检查了小组规模对异步，非强制性教学讨论小组中学生行为的影响。这项研究的重点是四个主要问题：（a）小组规模是否会影响学习者与学习者以及讲师与学习者互动的比例？ （b）小组人数是否影响教师发布的信息数量？ （c）小组人数对学生发表的贡献数量有影响吗？ （d）小组人数是否会影响教师的滞后时间以及连续发布之间的间隔？研究发现，小组规模影响异步讨论的所有这些方面：学习者与学习者互动的比例随着小组规模的增加而增加，而讲师信息的比例则下降。大多数学生都参加了最低程度的学习，只有一小部分学生张贴了讨论组消息中超过10％的信息。最后，随着小组人数的增加，接任教师之间的间隔减少；但是，滞后时间不受小组人数的影响。 Gorsky和Caspi在2003年根据交易距离的重组理论讨论了结果，并提出了关于小组规模和学生在异步讨论小组中的行为的几种解释。

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