The Effects of Epistemic Belief and Discussion-Facilitating Strategy on Interaction and Satisfaction in Online Discussion

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Han, I. & Park, I. (2008). The Effects of Epistemic Belief and Discussion-Facilitating Strategy on Interaction and Satisfaction in Online Discussion. Journal of Interactive Learning Research, 19(4), 649-662. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24332.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 19, Issue 4, October 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Insook Han, Teachers College, Columbia University, United States; Innwoo Park, Korea University, Korea (South)

Abstract

This study was conducted to evaluate the effects of students' epistemic belief and the instructor's discussion-facilitating strategies on interaction and satisfaction in online discussion. It was predicted that the effects might vary depending on whether epistemic belief, one of the personal characteristics of learners, corresponds to epistemic assumption of online discussion, and whether it was matched to discussion-facilitating strategies. After we conducted an experiment with 43 college students, the results showed that there were group differences in interaction and satisfaction, depending on epistemic belief. Regarding discussion-facilitating strategies, there were meaningful differences in interaction but not in the satisfaction level. In addition, researchers found interactional effects between epistemic belief and discussion-facilitating strategies in social and interactive types of messages.

Keywords

• Students
• Teachers
• Distance Education
• Educational Technology
• Interaction

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