Chapter 13

Click on the following links - please note these will open in a new window

Article 1: De Wever, B., Schellens, T., Van Keer, H., & Valcke, M. (2008). Structuring Asynchronous Discussion Groups by Introducing Roles: Do Students Act in Line With Assigned Roles? Small Group Research, 39(6), 770–794. doi:10.1177/1046496408323227

Questions that apply to this article:

1. Locate where in the article the authors tell us that the main goal of their study was to determine to what extent students enact assigned roles in asynchronous collaborative learning discussion groups. Of what value do you see this type of researching having? Does it potentially provide knowledge that can help those who teach online as well as online students to better work in online discussion groups?
2. Read the section on Roles as a Scripting Tool. How do you compare your knowledge of roles with the types of roles the authors of this article suggest in online discussion groups? How do you think these roles would work in an online class where you attend?
3. The researchers concluded that a practical implication of their study is that assigning roles can be considered a recommended scripting approach that could benefit asynchronous discussion group. How might you benefit, as a student, from this approach in an online discussion group?

Article 2:  Baym, N. K., Zhang, Y. B., & Lin, M-C. (2004). Social interactions across media: Interpersonal communication on the Internet, telephone, and face-to-face. New Media & Society, 6, 299–318.

Questions that apply to this article:

1. Before reading this article, what were your assumptions about the way people communicate via the Internet, telephones, and in face-to-face communication? Why did you make these assumptions?
2. How were early studies about the Internet possibly skewing their data through the construction of their studies?
3. Why did the authors use multiple methods to conduct their studies? Did this help or hurt the studies?