Investigating the Combined Effects of Group Size and Group Composition in Online Discussion
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| Title: | Investigating the Combined Effects of Group Size and Group Composition in Online Discussion |
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| Language: | English |
| Authors: | Yang, Tingting, Luo, Heng (ORCID |
| Source: | Active Learning in Higher Education. Jul 2022 23(2):115-128. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Discussion (Teaching Technique), Group Dynamics, Computer Mediated Communication, Student Participation, Student Characteristics, Large Group Instruction, Small Group Instruction, Graduate Students, Instructional Design, Blended Learning, Student Experience, Student Attitudes, Student Behavior, Peer Relationship |
| DOI: | 10.1177/1469787420938524 |
| ISSN: | 1469-7874 |
| Abstract: | Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students' participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students' perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students' learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1338732 |
| Database: | ERIC |
| Abstract: | Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students' participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students' perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students' learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion. |
|---|---|
| ISSN: | 1469-7874 |
| DOI: | 10.1177/1469787420938524 |
