"Intentional Repetition" and Learning Style: Increasing Efficient and Cohesive Interaction in Asynchronous Online Discussions

Autor/in	Topcu, Abdullah
Titel	"Intentional Repetition" and Learning Style: Increasing Efficient and Cohesive Interaction in Asynchronous Online Discussions
Quelle	In: British Journal of Educational Technology, 39 (2008) 5, S.901-919 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2007.00783.x
Schlagwörter	Experimental Groups; Control Groups; Cognitive Style; Interaction; Computer Mediated Communication; Discussion Groups; Educational Technology; Communication Strategies; College Students; Quasiexperimental Design; Interaction Process Analysis; Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Interaktion; Computerkonferenz; Unterrichtsmedien; Kommunikationsstrategie; Collegestudent; Prozessanalyse
Abstract	This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10