Online class size, note reading, note writing and collaborative discourse.
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| Title: | Online class size, note reading, note writing and collaborative discourse. |
|---|---|
| Authors: | Qiu, Mingzhu1 mingzhu.qiu@utoronto.ca, Hewitt, Jim1 jim.hewitt@utoronto.ca, Brett, Clare1 clare.brett@utoronto.ca |
| Source: | International Journal of Computer-Supported Collaborative Learning. Sep2012, Vol. 7 Issue 3, p423-442. 20p. |
| Subject Terms: | *Distance education, *Class size, *Collaborative learning, *Academic achievement, Face-to-face communication |
| Abstract: | Researchers have long recognized class size as affecting students' performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative discourse by analyzing tracking logs from 25 graduate-level online courses (25 instructors and 341 students) and interviews with 10 instructors and 12 graduate students. The quantitative and qualitative data analyses were designed to complement each other. The findings from this study point to class size as a major factor affecting note reading and writing loads in online graduate-level courses. Class size was found positively correlated with total number of notes students and instructors read and wrote, but negatively correlated with the percentage of notes students read, their note size and note grade level score. In larger classes, participants were more likely to experience information overload and students were more selective in reading notes. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. Findings suggested 13 to 15 as an optimal class size. The paper concludes with a list of pedagogical recommendations and suggestions for new multimedia software features to enhance collaborative learning in online classes. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 78641306 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Online class size, note reading, note writing and collaborative discourse. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Qiu%2C+Mingzhu%22">Qiu, Mingzhu</searchLink><relatesTo>1</relatesTo><i> mingzhu.qiu@utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Hewitt%2C+Jim%22">Hewitt, Jim</searchLink><relatesTo>1</relatesTo><i> jim.hewitt@utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Brett%2C+Clare%22">Brett, Clare</searchLink><relatesTo>1</relatesTo><i> clare.brett@utoronto.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Sep2012, Vol. 7 Issue 3, p423-442. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Face-to-face+communication%22">Face-to-face communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Researchers have long recognized class size as affecting students' performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative discourse by analyzing tracking logs from 25 graduate-level online courses (25 instructors and 341 students) and interviews with 10 instructors and 12 graduate students. The quantitative and qualitative data analyses were designed to complement each other. The findings from this study point to class size as a major factor affecting note reading and writing loads in online graduate-level courses. Class size was found positively correlated with total number of notes students and instructors read and wrote, but negatively correlated with the percentage of notes students read, their note size and note grade level score. In larger classes, participants were more likely to experience information overload and students were more selective in reading notes. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. Findings suggested 13 to 15 as an optimal class size. The paper concludes with a list of pedagogical recommendations and suggestions for new multimedia software features to enhance collaborative learning in online classes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=78641306 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11412-012-9151-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 423 Subjects: – SubjectFull: Distance education Type: general – SubjectFull: Class size Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Face-to-face communication Type: general Titles: – TitleFull: Online class size, note reading, note writing and collaborative discourse. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Qiu, Mingzhu – PersonEntity: Name: NameFull: Hewitt, Jim – PersonEntity: Name: NameFull: Brett, Clare IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 15561607 Numbering: – Type: volume Value: 7 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Computer-Supported Collaborative Learning Type: main |
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