Interaction is vital to successful online learning as it supports
collaborative learning strategies and fosters ties that bind
virtual learning communities, leading to greater student
satisfaction and quality learning outcomes. While interactions
supported by asynchronous computer-mediated communication (CMC)
technologies in higher education are widely studied, less is known
about learning conversations facilitated by synchronous CMC
technologies. This book aims to increase awareness of the impact of
online synchronous (chat) interaction on group learning processes.
Given the sparse research on effectiveness of chat interaction in
supporting knowledge construction, this book offers a new
methodological design that integrates discourse and social network
analyses with survey perception analysis for examining impact of
chat interaction on facilitating participation, knowledge
construction, and quality of online learning experiences in a case
study. Recommendations for improving online group learning activity
design are provided which will interest researchers and higher
education faculty responsible for online learning programmes, and
promoters of IT and CMC technologies.
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