Mediated Group Development and Dynamics: An Examination of Video Chatting, Twitter, and Facebook in Group Assignments

Autor/inn/en	Frisby, Brandi N.; Kaufmann, Renee; Beck, Anna-Carrie
Titel	Mediated Group Development and Dynamics: An Examination of Video Chatting, Twitter, and Facebook in Group Assignments
Quelle	In: Communication Teacher, 30 (2016) 4, S.215-227 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2016.1219038
Schlagwörter	Group Dynamics; Group Activities; Technology Integration; Attention Span; Learner Engagement; Technology Uses in Education; Statistical Analysis; Qualitative Research; Social Media; Mass Media Use; Computer Mediated Communication; Barriers; Student Attitudes; Interpersonal Relationship; Pretests Posttests; College Students; Student Motivation; Likert Scales; Multivariate Analysis + Suchen Sie Ihr Suchwort? Gruppendynamik; Gruppenaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Qualitative Forschung; Soziale Medien; Mediennutzung; Computerkonferenz; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Collegestudent; Schulische Motivation; Likert-Skala; Multivariate Analyse
Abstract	Instructors incorporate technological tools into the classroom to address short attention spans, appeal to technologically savvy students, and to increase engagement. This study used both quantitative descriptive and qualitative embedded assessment data to examine the use of three popular tools (i.e. Twitter, Facebook, and video chatting) in academic task groups. Qualitatively, the students (N = 28) commented on group affect, computer mediated communication (CMC) affect, and barriers and facilitators to both task accomplishment and relational development. Quantitatively, the students who were randomly assigned to one of the tools did not differ in cohesion, motivation, satisfaction, group hate, affective learning, or cognitive learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01