April 2012 Volume 15 Number 2 - Educational Technology & Society

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Kop, R. (2010). Networked connectivity and adult learning: Social media, the knowledgeable other and distance education (Unpublished doctoral dissertation). Swansea University, UK. Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a Massive Open Online Course. International Review of Research in Open and Distance Learning, 12(3), 19-38. Kop, R., & Bouchard, P. (2011). The role of adult educators in the age of social media. In M. Thomas (Ed.), Digital education: Opportunities for social collaboration (pp. 61-80). New York: Palgrave Macmillan. Mejias, U. (2009, July). Peerless: The ethics of P2P network disassembly. Paper presented at the 4 th Inclusiva-net Meeting: P2P Networks and Processes, Madrid, Spain. Lanier, J. (2010). You are not a gadget: A manifesto. New York: Random House. Pardo, A., & Kloos, C. D. (2011, February). Stepping out of the box. Towards analytics outside the Learning Management System. Paper presented at the 1 st International Conference on Learning Analytics, Banff, Alberta, Canada. Smith, A. (2008, July 22). New numbers for blogging and blog readership [Web log post]. Retrieved March 20, 2012, from, http://bit.ly/8tHFgo. White, M. (2010, October 30). Google is polluting the internet [Web log post]. Retrieved March 20, 2012, from, http://bit.ly/bORcNW. White, A., & Campbell, M. (2010, December 1) Google probed by European Union over search results, online ads, Bloomberg anywhere. Bloomberg. Retrieved March 20, 2012, from, http://bloom.bg/eNwX5O. Xie, J., Sreenivasan, S., Korniss, G., Zhang, W., Lim, C., & Szymanski, B. (2011). Social consensus through the influence of committed minorities. Physical Review E, 84(1), 011130. Zetter, K. (2011). Junk food algorithms and the world they feed us. Retrieved March 20, 2012, from, http://bit.ly/iaHTWq. 11
Blau, I., & Barak, A. (2012). How Do Personality, Synchronous Media, and Discussion Topic Affect Participation? Educational Technology & Society, 15 (2), 12–24. How Do Personality, Synchronous Media, and Discussion Topic Affect Participation? Ina Blau and Azy Barak 1 Department of Education & Psychology, Research Center for Innovation in Learning Technologies, Open University of Israel, Israel // 1 Department of Counseling & Human Development, Department of Learning, Instruction & Teacher Education, University of Haifa, Israel // Ina.Blau@openu.ac.il // azy@edu.haifa.ac.il ABSTRACT The development of digital technologies increases the use of distance synchronous (real-time) interactions among people. The study explores whether the readiness to participate, the degree of actual participation, and the quality of contribution to synchronous online group discussions is affected by participant personality, media characteristics, and discussion topic sensitivity. The relation between anticipated and actual participation was investigated, as well as the interpersonal and gender equalization effects of online communication. An online self-report viral survey was completed by 405 adult Internet users. Following that, 120 volunteers extracted from this sample were randomly assigned to small, gender-mixed groups, employing face-to-face, online audio or online text chat experimental conditions, and conducted two non-moderated discussions (having low and high degrees of topic sensitivity). A greater interest in discussing sensitive over non-sensitive topic can explain higher participation and quality of contribution. Online text chat appeared as an efficient medium, in which the quality of participant contributions was similar to spoken discussions, obtained by smaller amount of words. Discussing sensitive topic, participants felt more comfortable using "lean" text-only medium. As hypothesized, participant personality affected the involvement in discussions: extroverts preferred taking part via a more revealing communication medium while introverts expressed greater readiness for holding discussions via text chat. Keywords Synchronous participation, Extroversion-introversion personality trait, Discussion topic, Audio and text chat, Interpersonal and gender equalization effect Introduction In recent years, online communication technologies have penetrated almost every aspect of our life and have become an essential element in interpersonal interactions, including study and work environments. The fast development of digital communication increases technology-mediated participation and the use of online synchronous communication among people. Synchronous technologies enable real-time interpersonal interactions in cyberspace that creates a social environment based on Internet infrastructure (Barak & Suler, 2008). These online interpersonal interactions are held either through one-to-one (personal) or group communication. This study explores some of the psychological aspects of synchronous group interactions through the Internet. We argue that involvement in online group discussions is affected, among other factors, by participant personality, medium characteristics, and discussion topic. Our study investigates the degree of quantitative and qualitative participation in face-to-face (FtF) communication versus technology-mediated interactions through audio chat and text chat held in small discussion groups. The study explores whether the readiness to participate, as well as the degree of actual involvement in group discussions, is affected by participant personality (i.e., extroversion-introversion), medium characteristics, and the sensitivity of discussion topic. In addition, we investigated whether online participation is more balanced compared to offline one, because of the diminished cues for social status and the gender differences between communicators. Related Studies There are several theories that differentiate media by their inherent features in order to predict an efficient communication for interpersonal and group interactions. One of the leading theoretical approaches is Media Richness Theory (MRT; Daft & Lengel, 1984). According to MRT, communication media varies in their ability to transmit social communication cues; FtF communication—the "richest" medium—is considered the most efficient way to convey complex messages. Empirical research regarding the influence of media richness on communication provides mixed results: some studies found evidence supporting it (see review by Donabedian, 2006); other findings pointed to the fact that distracters provided by rich medium may draw attention away from the transmitted message and ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 12
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Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Contextualizing a MALL: Practice De
Page 7 and 8: Kop, R. (2012). The Unexpected Conn
Page 9 and 10: Human mediation and information flo
Page 11 and 12: elevant information based on some k
Page 13 and 14: of learners. A search facilitated t
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Page 19 and 20: examined whether the readiness to p
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Page 37 and 38: Discussion Although the recent Inte
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Page 45 and 46: practice and repetition with feedba
Page 47 and 48: Online peer assessment Peer assessm
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Page 55 and 56: Tsai, S. C. (2012). Integration of
Page 57 and 58: order to decrease text complexity a
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Page 63 and 64: mean F2F 4.64 4.52 4.35 4.44 *: p
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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