角色分配对在线讨论中社交存在的影响：一项混合方法研究

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2023-01-01 DOI:10.1016/j.iheduc.2022.100892

Fatma Şeyh, Mutlu Şen-Akbulut, Duygu Umutlu

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引用次数: 1

摘要

本文考察了角色分配策略对大学生在异步在线讨论中的社交存在的影响。异步在线讨论活动是在一门教育技术课程中设计和实施的。在实验组中，参与者参与了根据角色分配策略设计的在线讨论活动，以使用特定角色（启动者、主持人或总结者）来支持社会存在，而对照组参与者在不使用角色分配策略的情况下完成了讨论活动。结果表明，实验组和对照组的社交存在水平之间存在统计学上的显著差异。对讨论帖子的定性内容分析显示，与没有角色的参与者相比，被分配角色的参与者的帖子中有更多的社会存在指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The impact of role assignment on social presence in online discussions: A mixed-method study

This paper examines the effect of role assignment strategy on undergraduate students' social presence in asynchronous online discussions. Asynchronous online discussion activities were designed and implemented in an educational technology course. In the experimental groups, participants engaged in online discussion activities designed with the role assignment strategy to support social presence using specific roles (starter, moderator, or summarizer) while the control group participants completed the discussion activities without using the role assignment strategy. Results indicated that there was a statistically significant difference between the social presence levels of the experimental group and the control group. Qualitative content analysis of the discussion posts revealed that there were more social presence indicators in the posts of the participants who were assigned roles compared to the ones who did not have roles.

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.