Participation,interaction, and academic achievement in an online discussion environment |
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| Affiliation: | 1. Michigan State University, 620 Farm Lane, East Lansing, MI 48824, USA;2. University of California, Irvine, 3200 Education, Irvine, CA 92697, USA;1. eX:plain, Department of Vocational Examination, P.O. Box 1230, 3800 BE, Amersfoort, The Netherlands;2. University of Twente, Faculty of Behavioral Sciences, Department of Research Methodology, Measurement and Data Analysis, P.O. Box 217, 7500 AE, Enschede, The Netherlands;3. Cito, P.O. Box 1034, 6801 MG, Arnhem, The Netherlands;1. Institute for Media and Schools, Schwyz University of Teacher Education, 6410 Goldau, Switzerland;2. Institute for Educational Evaluation, University of Zurich, 8032 Zurich, Switzerland;1. School of Education, Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91950, Israel;2. Department of Communication, Ariel University, Ariel 40700, Israel |
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| Abstract: | Though online writing can be beneficial for diverse students in out-of-school environments, there is little consensus on the value of its use in schools. This study examined the online discussion of 48 fifth-grade students and their teachers over the 2009–2010 school year in a public school with large numbers of English learners. We collected students' statewide standardized writing and reading test scores, as well as an archive of all participants' discussion threads during the school year. Students' participation and interaction pattern in the online discussion environment over a school year was examined using growth model analysis and social network analysis. The effect of students' participation on their academic achievement was analyzed using multiple regressions. The results suggest that well-designed online discussions among linguistically diverse upper elementary students can result in increased participation and interaction, leading to language and literacy development. |
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| Keywords: | Online communication Participation Interaction Academic achievements |
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