Understanding Students’ Collaborative Online Interaction: Analysis of Discussion Board Postings

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McNary, S. & Song, L. (2010). Understanding Students’ Collaborative Online Interaction: Analysis of Discussion Board Postings. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 716-721). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33430.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Scot McNary, Liyan Song, Towson University, United States

Abstract

The purpose of this paper is to report on the findings of a study examining students’ collaborative online interaction. The context of the study was a graduate online class delivered via Blackboard®. The primary data for the study came from students’ discussion board postings and online learning journals. Students’ use of different types of communication acts were analyzed both between students and within students over time. Results of the study indicate there were more types of posting reflecting active learning relative to others, and less heterogeneity in type of post across students and modules than expected. The study also suggests close relationships between the course design and students’ interactions.

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