Examine the Role of Participation Action and Time in Online Discussion

• In Event: Online Teaching and Learning SIG Paper Session 1

Abstract

Relying on social cognitive theory, this study proposes two dynamic student participation models in online dialogue and particularly highlights understudied factors – collective efficacy, social ability, reading behavior, the time dimension of participation – to examine the mediation and causal relationship among those factors and their influence on learning. Data is analyzed using the Partial Least Squares modeling method. Results demonstrate the intertwined relationship among constructs and a different influencing mechanism for each construct on participation behavior and learning. By comparing these two built models, the time dimension of participation is shown to be more influential in predicting student learning than posting and reading actions.

Authors

• Wanli Xing, University of Missouri - Columbia

• Sean Goggins, University of Missouri - Columbia