'Intentional repetition' and learning style: Increasing efficient and cohesive interaction in asynchronous online discussions Export

@article{citeulike:3832858, abstract = {This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions.}, author = {Top\c{c}u, Abdullah}, citeulike-article-id = {3832858}, citeulike-linkout-0 = {http://www3.interscience.wiley.com/journal/120173659/abstract}, journal = {British Journal of Educational Technology}, keywords = {asynchronous, cmc, discussion, interaction, online}, number = {5}, pages = {901--919}, posted-at = {2008-12-29 14:14:53}, priority = {2}, title = {'Intentional repetition' and learning style: Increasing efficient and cohesive interaction in asynchronous online discussions}, url = {http://www3.interscience.wiley.com/journal/120173659/abstract}, volume = {39}, year = {2008} }

TY - JOUR ID - citeulike:3832858 L3 - citeulike-article-id:3832858 N2 - This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions. IS - 5 JF - British Journal of Educational Technology EP - 919 TI - 'Intentional repetition' and learning style: Increasing efficient and cohesive interaction in asynchronous online discussions VL - 39 SP - 901 KW - asynchronous KW - cmc KW - discussion KW - interaction KW - online AU - Topçu, Abdullah PY - 2008/// UR - http://www3.interscience.wiley.com/journal/120173659/abstract ER -