![]() An environment in which cognition, learning, and knowledge are structuring activities. A space that allows movement, orientation, and search to be related with one another. Cyberspace is a real space in students' experiences, language, and thought structures. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. We conclude by providing suggestions for future instructional practice and research directions. In particular, MIM seemed to facilitate interactive idea exchange and thus contributing to more “creating” activities. Cognitively, the MIM group was more engaged than the AOD group. However, MIM appeared to help students with improved intimacy and interpersonal relationships. Emotionally, no statistically significant difference was found in students’ affective evaluation of course interaction and satisfaction between the two groups. The results showed that the MIM group was more behaviorally engaged in discussion activities, producing more messages, more words, and higher rates of participation, task completion, and interaction. Specifically, we examined engagement from the behavioral, emotional, and cognitive dimensions. Understanding which communication mode can better promote student online engagement is particularly important during the current widespread use of online learning. We address the gap by comparing the effects of using MIM and asynchronous online discussion (AOD) on student online engagement, using a quasi-experimental study involving a historical cohort control group. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. Mobile instant messaging (MIM) has become the most popular means for young people to communicate. The whole process of seeking, sharing, and exchanging information was done by respecting one another’s “face”. Online Guanxi was formed when forum members felt the presence of others, and they trusted that the forum members would be able to share information that would be helpful. The study found that online Guanxi was necessary to increase interactivity in online discussion forums. Therefore, to increase interactivity in online discussion forums, forum members actively post to have discussions on-going. This study found that interactivity does not simply occur but must be intentionally built or worked upon in online discussion forums. Interactivity was highlighted because it was observed that this variable was essential to keep the online discussion forum interaction on-going by encouraging the members to post. By using the analytical framework of Herring’s Computer-Mediated Discourse Analysis (CMDA), the study carried out a qualitative analysis of the naturally occurring data that was gathered from several online discussion forums discussing academic topics the study investigated the language strategies that emerged from the data that seem to encourage interactivity in the online discussion forum. ![]() Online discussion forums were selected for this study because this is where forum members come to seek and share information collaboratively. The present study contributed to understanding the interactive language strategies that highlighted interactivity that leads to online Guanxi that facilitates interactivity in online discussion forums. ![]()
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