"Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?

Autor/inn/en	Bures, Eva Mary; Schmid, Richard F.; Abrami, Philip C.
Titel	"Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?
Quelle	In: Educational Media International, 46 (2009) 4, S.317-334 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Foreign Countries; Higher Education; Graduate Students; Education Courses; Individual Characteristics; Computer Mediated Communication; Cooperative Learning; Learning Strategies; Indexing; Classification; Information Retrieval; Predictor Variables; Learner Engagement; Labeling (of Persons); Qualitative Research; Feedback (Response); Statistical Distributions; Canada + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fortbildungskurs; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Computerkonferenz; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Indexierung; Sacherschließung; Classification system; Klassifikation; Klassifikationssystem; Prädiktor; Labeling-Ansatz; Qualitative Forschung; Wahrscheinlichkeitsverteilung; Kanada
Abstract	This study explores a labelling feature that allows students to tag parts of their online messages. Data comes from four sequentially offered sessions of a graduate education course. Students engaged in two to three online activities in groups of three or four. Students (n = 53) contributed from 0 to 56 labels (M = 12.42, SD = 13.50) and 18 to 114 messages (M = 39.70, SD = 18.04). Groups (n = 17) contributed from 0 to 109 labels, and 57 to 227 messages. Field-notes and descriptive statistics suggested there were seven labelling groups, seven non-labelling groups, and three groups difficult to categorize. None of the individual characteristics hypothesized to predict labelling did. Still, categories of users and non-users emerged from qualitative analyses: strategists, trusters, and techies contrasting with fringe participants, surface coasters, techie-shy, and fluid writers/thinkers/readers. Labelling appeared to be largely a family affair--which group a student belonged to correlated to how much he/she labelled. MANOVA gives for labelling usage F(16, 36) = 2.697, p less than 0.01. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10