Investigating the Combined Effects of Group Size and Group Composition in Online Discussion

Autor/inn/en	Yang, Tingting; Luo, Heng; Sun, Di
Titel	Investigating the Combined Effects of Group Size and Group Composition in Online Discussion
Quelle	In: Active Learning in Higher Education, 23 (2022) 2, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luo, Heng) ORCID (Sun, Di)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787420938524
Schlagwörter	Discussion (Teaching Technique); Group Dynamics; Computer Mediated Communication; Student Participation; Student Characteristics; Large Group Instruction; Small Group Instruction; Graduate Students; Instructional Design; Blended Learning; Student Experience; Student Attitudes; Student Behavior; Peer Relationship + Suchen Sie Ihr Suchwort? Gruppendynamik; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Studienerfahrung; Schülerverhalten; Student behaviour; Peer-Beziehungen
Abstract	Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students' participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students' perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students' learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01