Which Role Should I Choose in Role-Based Online Discussion? An In-Depth Analysis of Role Difference

Abstract

Role assigning strategy is known to be an effective approach to promote learning experiences and learning outcomes in online discussion. However, the difference among various assigned roles is less investigated, and can raise potential concerns of educational equity and inclusion. As a result, this study employed a quasi-experiment design to examine difference in learning behaviors, outcomes, and experiences during online discussion among three specific roles: Discussion Starter, Supporter, and Devil's Advocate. The study results indicate that students were confined to their assigned roles thusly demonstrate distinct behavioral patterns. However, no significant difference is found in learning outcomes and learning experiences among different roles. Those findings support the feasibility and fairness of role-assigning strategy for facilitating online discussion.