Exploring Global Online Course Participants' Interactions: Value of High-Level Engagement

Autor/inn/en	Jin, Haeyun; Karatay, Yasin; Bordbarjavidi, Fatemeh; Yang, Junghun; Kochem, Timothy; Muhammad, Ananda Astrini; Hegelheimer, Volker
Titel	Exploring Global Online Course Participants' Interactions: Value of High-Level Engagement
Quelle	In: ReCALL, 34 (2022) 3, S.291-308 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Haeyun) ORCID (Karatay, Yasin) ORCID (Bordbarjavidi, Fatemeh) ORCID (Yang, Junghun) ORCID (Kochem, Timothy) ORCID (Muhammad, Ananda Astrini) ORCID (Hegelheimer, Volker)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344021000331
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Electronic Learning; Learner Engagement; Group Discussion; Computer Mediated Communication; Interpersonal Communication; Interaction; Social Networks; Asynchronous Communication; Iowa + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Gruppendiskussion; Computerkonferenz; Interpersonale Kommunikation; Interaktion; Social network; Soziales Netzwerk
Abstract	Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although participants' sustained engagement with ACMC is the target, global realities of participants interfere with their participation levels. This article investigates participants' engagement profiles in asynchronous online discussions in an 8-week CALL-based global online course developed and implemented by a team at Iowa State University. Using a case study approach, nine focal participants' engagement profiles have been analyzed in terms of identifying patterns of engagement in the discussion posts and their relation to the types of discussion prompts. Then, social network analysis (SNA) and thematic analysis were employed to investigate patterns of interaction among the participants in the replies. The results indicated that engagement patterns observed in discussion posts overall aligned with the primary goals of prompt types. SNA further identified two participants as social mediators to connect participants with each other. These findings are significant in that they suggest the effectiveness of using ACMC to promote co-construction of knowledge for a global audience. This article also provides implications regarding the design of discussion prompts to help maximize participant engagement with course content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01