Interaction and Interpersonal Behavior in Computer-Mediated Academic Forums-Edición Única

Hdl Handle:
http://hdl.handle.net/11285/572480
Title:
Interaction and Interpersonal Behavior in Computer-Mediated Academic Forums-Edición Única
Authors:
Beuchot y González de la Vega, Alberto E.
Issue Date:
2001-05-01
Abstract:
Computer-mediated communication (CMC) is rapidly emerging as a new modality of educational delivery, either as an alternative to face-to-face contact or as an additional resource to enhance and extend existing pedagogical processes. Computer-mediated technologies produce social environments that are different from traditional classrooms. As such, research is needed to review and redefine the character of online participation/interactivity, as well as to explore the nature of interpersonal aspects of online group learning. Interaction is considered a key issue in online knowledge building processes, while interpersonal issues tend to be regarded as disruptive. In this study, interactivity is viewed both as the degree of intermessage reference and as a personal attitude among participants. Thus, the type of interaction is considered as related to the degree of interpersonal or socioemotional content. The main purposes of this ex-post-facto, longitudinal case study study are to evaluate the amount and type of interaction and interpersonal content in messages posted among online postgraduate students, as well as to determine if there is an association between both variables. It focuses on a continuing interaction of a small group discussing on academic forums equally spaced throughout three semesters, on asynchronous, unstructured discussions based on reflection questions posed by a tutor. The study involves the same natural group working on multiple tasks of the same task type through an extended period of time and measured at three different points in its history. The online group relationship is considered as one homogeneous, holistic interaction. The results indicate that fostering appraisal, support, humor, and inquiry, iv while stimulating healthy opposition based upon personal experiences and factual information ensures a greater dose of reactivity/interactivity. This may increase significant participation and expand the depth of discussion. Moreover, aiding effective tutoring, mentoring and coaching of online groups may help bringing about the full potential of the medium and contribute to the development and maintenance of effective group exchanges. Finally, regulating the complexity of interactions and fostering the development of a cohesive group of participants may render more controlled patterns of online behavior and improve collective learning.
Keywords:
Human behavior; Interaction and behavior with computers; Technology; Health
Degree Program:
Doctorado en Innovación y Tecnología Educativas
Advisors:
Dr. Mark Bullen
Committee Member / Sinodal:
Dr. Jorge Braham Velasco; Dr. José Guadalupe Escamilla de los Santos; Dr. José Ignacio Icaza Acere; Dr. Jaime Ricardo Valenzuela González
Degree Level:
Doctor en innovación y tecnología educativa
Campus Program:
Campus Monterrey
Discipline:
Ciencias Sociales / Social Sciences
Appears in Collections:
Ciencias Sociales

Full metadata record

DC FieldValue Language
dc.contributor.advisorDr. Mark Bullenen
dc.contributor.authorBeuchot y González de la Vega, Alberto E.en
dc.date.accessioned2015-08-17T11:33:18Zen
dc.date.available2015-08-17T11:33:18Zen
dc.date.issued2001-05-01-
dc.identifier.urihttp://hdl.handle.net/11285/572480en
dc.description.abstractComputer-mediated communication (CMC) is rapidly emerging as a new modality of educational delivery, either as an alternative to face-to-face contact or as an additional resource to enhance and extend existing pedagogical processes. Computer-mediated technologies produce social environments that are different from traditional classrooms. As such, research is needed to review and redefine the character of online participation/interactivity, as well as to explore the nature of interpersonal aspects of online group learning. Interaction is considered a key issue in online knowledge building processes, while interpersonal issues tend to be regarded as disruptive. In this study, interactivity is viewed both as the degree of intermessage reference and as a personal attitude among participants. Thus, the type of interaction is considered as related to the degree of interpersonal or socioemotional content. The main purposes of this ex-post-facto, longitudinal case study study are to evaluate the amount and type of interaction and interpersonal content in messages posted among online postgraduate students, as well as to determine if there is an association between both variables. It focuses on a continuing interaction of a small group discussing on academic forums equally spaced throughout three semesters, on asynchronous, unstructured discussions based on reflection questions posed by a tutor. The study involves the same natural group working on multiple tasks of the same task type through an extended period of time and measured at three different points in its history. The online group relationship is considered as one homogeneous, holistic interaction. The results indicate that fostering appraisal, support, humor, and inquiry, iv while stimulating healthy opposition based upon personal experiences and factual information ensures a greater dose of reactivity/interactivity. This may increase significant participation and expand the depth of discussion. Moreover, aiding effective tutoring, mentoring and coaching of online groups may help bringing about the full potential of the medium and contribute to the development and maintenance of effective group exchanges. Finally, regulating the complexity of interactions and fostering the development of a cohesive group of participants may render more controlled patterns of online behavior and improve collective learning.en
dc.language.isoenen
dc.rightsOpen Accessen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleInteraction and Interpersonal Behavior in Computer-Mediated Academic Forums-Edición Únicaen
dc.typeTesis de Doctoradoes
thesis.degree.grantorInstituto Tecnológico y de Estudios Superiores de Monterreyes
thesis.degree.levelDoctor en innovación y tecnología educativaen
dc.contributor.committeememberDr. Jorge Braham Velascoes
dc.contributor.committeememberDr. José Guadalupe Escamilla de los Santoses
dc.contributor.committeememberDr. José Ignacio Icaza Acerees
dc.contributor.committeememberDr. Jaime Ricardo Valenzuela Gonzálezes
thesis.degree.nameDoctorado en Innovación y Tecnología Educativasen
dc.subject.keywordHuman behavioren
dc.subject.keywordInteraction and behavior with computersen
dc.subject.keywordTechnologyen
dc.subject.keywordHealthen
thesis.degree.programCampus Monterreyen
dc.subject.disciplineCiencias Sociales / Social Sciencesen
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