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dc.contributor.authorGuan, YHen_US
dc.contributor.authorTsai, CCen_US
dc.contributor.authorHwang, FKen_US
dc.date.accessioned2014-12-08T15:25:40Z-
dc.date.available2014-12-08T15:25:40Z-
dc.date.issued2004en_US
dc.identifier.isbn1-880094-53-3en_US
dc.identifier.urihttp://hdl.handle.net/11536/18099-
dc.description.abstractIn this study we content analyzed online discussion of several senior-high-school groups on a forum of a virtual physics laboratory in Taiwan. The analysis was conducted in terms of participation rate, social cues, interaction types, and cognitive and metacognitive skills. We compared the result patterns of two discussion conditions (R-condition versus NR-condition) and investigated how the quality of message content changed in the processes of discussion. In the R-condition, participants were required to reply to the thread before they were allowed to read other messages on the forum, whereas participants in the NR-condition were not restricted to this demand. The results showed that for both conditions, the most frequently involved interaction type was "direct response", and the most frequently used cognitive skill was "elementary clarification". For the R-condition, fewer participants strayed from the discussion topics, but smaller percentage of message ideas contained metacognitive components in comparison to the NR-condition.en_US
dc.language.isoen_USen_US
dc.titleOnline discussion on a virtual physics forum: A content analysisen_US
dc.typeProceedings Paperen_US
dc.identifier.journalED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7en_US
dc.citation.spage4141en_US
dc.citation.epage4146en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000229602305033-
Appears in Collections:Conferences Paper