Communication patterns in computer mediated versus face-to-face group problem solving

By David H. Jonassen, Hyug Kwon. 2001

431 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/45157d4ca8f79471519d7b7e54e9ed26a77ad635

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In Communication

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Discourse Patterns During Children's Collaborative Online Discussions (2007, background): “…have reported that in asynchronous electronic discussions col lege students exhibited a higher rate of participation and mutual interaction (Ruberg, Moore, & Taylor, 1996), gave longer responses on average (Jonassen & Kwon, 2001), and produced multiple responses on each topic (Black et al., 1983).”
Validity in quantitative content analysis (2004, methodology): “Thorough QCA reports, such as those presented by Jonassen and Kwon (2001), contain information concerning intrarater and interrater agreement, training procedures for coders, and samples of coded transcripts.”
The effects of argumentation scaffolds on argumentation and problem solving (2002, positive): “Jonassen and Kwon (2001) used a similar coding scheme to compare problem-solving processes used in computer-mediated communication versus face-to-face communication.”
Content analysis of online discussion forums: A comparative analysis of protocols (2004, background): “More recently, Jonassen and Kwon (2001) reported that during group problem-solving activities, the CMC participants produced fewer, but more task-related, messages than did an F2F group.”
Interaction in distance-learning courses (2006, background): “Different research studies (Lai, 1997; Klemm & Snell, 1996; Jonassen & Kwon, 2001) assert also that subjects that involve discussion, brainstorming, and reflection are best suited to the online format—despite the fact that online discussions are significantly different from face-to-face discussions.”
Educational design and networked learning: Patterns, pattern languages and design practice (2005, background): “…emphasise the potential benefits of learning through collaboration with others – whether through online discussion, argumentation, group based investigations, apprenticeship, community action or other forms of joint work (Goodyear, 2002a; Jonassen & Kwon, 2001; Koschmann, 1996; McConnell, 2000).”
Empirical study of motivators and barriers of teacher online knowledge sharing (2007, background): “Research on computermediated discourse has suggested that people in online communities tend to be taskoriented and less engaged in social-emotional activities ( Jonassen and Kwon 2001 ).”
Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning (2012, background): “CSCL promotes meta-cognitive processes, reflective interaction, and problem solving (Jonassen & Kwon, 2001).”
Designing for interaction: Six steps to designing computer-supported group-based learning (2004, methodology): “An example is provided by Jonassen and Kwon (2001) who distinguish stages during group problem solving and conceptualise interaction in terms of the succession of these stages.”