Face-to-Face Contact at the Midpoint of an Online Collaboration: Its Impact on the Patterns of Participation, Interaction, Affect, and Behavior over Time

Autor/inn/en	Michinov, Nicolas; Michinov, Estelle
Titel	Face-to-Face Contact at the Midpoint of an Online Collaboration: Its Impact on the Patterns of Participation, Interaction, Affect, and Behavior over Time
Quelle	In: Computers & Education, 50 (2008) 4, S.1540-1557 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2007.03.002
Schlagwörter	Teaching Methods; Educational Environment; Interaction; Computer Mediated Communication; Cooperative Learning; Interpersonal Communication; Emotional Response; Dropouts + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Computerkonferenz; Kooperatives Lernen; Interpersonale Kommunikation; Emotionales Verhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	This paper describes some of the consequences of introducing a face-to-face contact during an online collaborative learning session. Previous research on the development of online groups has suggested a critical transition period at the midpoint of a collaborative task in which group members redefine their behavior. The purpose of the present study was to determine whether face-to-face contact between participants during this period influences the patterns of participation, interaction, affect and behavior over time. Results show that a face-to-face contact introduced at the midpoint of a collaborative task has a positive influence on participation. However, a time sequence analysis of interactions revealed a further transition which appears between the face-to-face contact and the deadline. This transition is characterized by a decline of participation and task-focused interactions. At the same time, the analyses revealed an increase of interactions oriented towards emotional regulation and coordination, as well as a greater need of face-to-face contact, desire to drop out, and use of synchronous communications. These findings are based on an in-depth and longitudinal examination of a small sample, which limits their generalizability, but they may have a number of implications for the design of blended learning programs and the facilitation of collaborative tasks in distributed learning environments. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10