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Computer-mediated-communications, learning style, and visualizing online educational conversations

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Abstract

THIS DESCRIPTIVE PILOT STUDY employed the Grascha-Riechmann Student Learning Style Scale (GRSLSS) to examine student communication and interactions in an online educational discussion that occurred for fourteen days. Discussion activity exhibited conversational turns and messages appeared as conversation rather than expository. Individuals scoring high on the Independent scale of the GRSLSS tended to send and exchange more messages and were more likely to state and justify their agreement with other discussants. Those scoring high on the Avoidant scale were less likely to offer to take actions or to give suggestions about how to proceed during discussions. Student with high Collaborative scores were more likely to engage in scaffolding and to offer to take action on the issue being discussed.

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Correspondence to William J. Gibbs.

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ABOUT THE AUTHORS William J. Gibbs is an Associate Professor in the Journalism and Multimedia Arts Department at Duquesne University where he teaches courses in multimedia, instructional design, and online learning. He received his PhD in Instructional Systems from The Pennsylvania State University. His research interests include knowledge acquisition, technology-based learning environments, computer-mediated communications, and methods for effective instructional software evaluation.

Ronan S. Bernas is a Professor in the Department of Psychology of Eastern Illinois University. He received his PhD in Psychology (Committee on Human Development) from the University of Chicago in 1995. His research is on argumentative and explanatory discourse, examining the learning and conceptual changes that occur during argumentative and explanatory discourse.

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Gibbs, W.J., Bernas, R.S. Computer-mediated-communications, learning style, and visualizing online educational conversations. J. Comput. High. Educ. 18, 25–50 (2007). https://doi.org/10.1007/BF03033412

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