This study aims to explore the effects of different feedback types on learner interaction in online discussion. Sixty-three undergraduate students were randomly assigned to treatment groups, and participated in a 3-week, small group online discussion. Overall, visual feedback of interaction patterns was effective as indicated by generally higher out-degree centrality for the group received feedback of interaction patterns as compared to the group received no feedback.
CITATION STYLE
Park, H., Kim, H. J., Park, H. S., & Lim, K. Y. (2015). Effects of social network-based visual feedback on interaction in online discussion. Lecture Notes in Educational Technology, (9783662441879), 157–158. https://doi.org/10.1007/978-3-662-44188-6_22
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