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Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Published

Standard

Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment. / Makos, Alexandra; Zingaro, Daniel; Oztok, Murat; Hewitt, Jim.

AERA 2014 Annual Meeting: The Power of Education Research for Innovation in Practice and Policy. 2014.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Harvard

Makos, A, Zingaro, D, Oztok, M & Hewitt, J 2014, Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment. in AERA 2014 Annual Meeting: The Power of Education Research for Innovation in Practice and Policy. <http://www.danielzingaro.com/aera2014.pdf>

APA

Makos, A., Zingaro, D., Oztok, M., & Hewitt, J. (2014). Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment. In AERA 2014 Annual Meeting: The Power of Education Research for Innovation in Practice and Policy http://www.danielzingaro.com/aera2014.pdf

Vancouver

Makos A, Zingaro D, Oztok M, Hewitt J. Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment. In AERA 2014 Annual Meeting: The Power of Education Research for Innovation in Practice and Policy. 2014

Author

Makos, Alexandra ; Zingaro, Daniel ; Oztok, Murat ; Hewitt, Jim. / Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment. AERA 2014 Annual Meeting: The Power of Education Research for Innovation in Practice and Policy. 2014.

Bibtex

@inproceedings{0c40f03cb601400fb647b95cbaa8e5d8,
title = "Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment",
abstract = "This study explores students{\textquoteright} use of a “Like” button feature on community discussion boards in three graduate-level distance education courses. Three analyses were conducted. First, students were surveyed about their use of the “Like” feature. Second, the contents of Liked and non-Liked notes were rated on a cognitive complexity scale. Third, a quantitative analysis of note metrics was conducted. The findings suggest that students highly value receiving Likes, viewing them as indicators of peer support. Thus it is proposed that “Liking” served to enhance a sense of social cohesion. At the same time, liked notes appear to be more complex than non-liked notes as indicated by quantitative comparisons and a first round of qualitative analysis.",
author = "Alexandra Makos and Daniel Zingaro and Murat Oztok and Jim Hewitt",
year = "2014",
month = apr,
day = "4",
language = "English",
booktitle = "AERA 2014 Annual Meeting",

}

RIS

TY - GEN

T1 - Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment

AU - Makos, Alexandra

AU - Zingaro, Daniel

AU - Oztok, Murat

AU - Hewitt, Jim

PY - 2014/4/4

Y1 - 2014/4/4

N2 - This study explores students’ use of a “Like” button feature on community discussion boards in three graduate-level distance education courses. Three analyses were conducted. First, students were surveyed about their use of the “Like” feature. Second, the contents of Liked and non-Liked notes were rated on a cognitive complexity scale. Third, a quantitative analysis of note metrics was conducted. The findings suggest that students highly value receiving Likes, viewing them as indicators of peer support. Thus it is proposed that “Liking” served to enhance a sense of social cohesion. At the same time, liked notes appear to be more complex than non-liked notes as indicated by quantitative comparisons and a first round of qualitative analysis.

AB - This study explores students’ use of a “Like” button feature on community discussion boards in three graduate-level distance education courses. Three analyses were conducted. First, students were surveyed about their use of the “Like” feature. Second, the contents of Liked and non-Liked notes were rated on a cognitive complexity scale. Third, a quantitative analysis of note metrics was conducted. The findings suggest that students highly value receiving Likes, viewing them as indicators of peer support. Thus it is proposed that “Liking” served to enhance a sense of social cohesion. At the same time, liked notes appear to be more complex than non-liked notes as indicated by quantitative comparisons and a first round of qualitative analysis.

M3 - Conference contribution/Paper

BT - AERA 2014 Annual Meeting

ER -