Learning or lurking?: Tracking the "invisible" online student

By Michael F. Beaudoin. Internet and Higher Education, 2002

365 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/88df37120d390753cd064de6d91514d19cc7926a

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Compulsory participation in online discussions: is this constructivism or normalisation of learning? (2008, background): “Beaudoin (2002) argues that the learning construct that justifies compulsory contribution wrongly assumes articulation of ideas to a formal authority is a critical element of the learning.”
Procrastination, participation, and performance in online learning environments (2011, background): “A high level of interaction and participation is clearly desirable in online learning courses as highly participatory students have been shown to achieve better results, although it has also been found that minimal online participation does not necessarily compromise results (e.g., Beaudoin, 2003).”
Moodle vs. Facebook: Does using Facebook for Discussions in an Online Course Enhance Perceived Social Presence and Student Interaction? (2009, background): “Beaudoin (2001) found that high interaction students achieved the highest performance. Students and faculty report increased satisfaction for online courses depending on the quality and quantity of these interactions (Dziuban & Moskal, 2001; Hartman & Truman-Davis, 2001; Picciano, 2002). Picciano (1”
AGE AND GENDER DIFFERENCES IN ONLINE BEHAVIOR, SELF-EFFICACY, AND ACADEMIC PERFORMANCE (2007, neutral): “…' s study ( 2004 ) , students ' participa - tion in online discussions was positively asso - ciated with actual learning outcomes , but in other studies , online participation levels were not significantly correlated with academic exam scores ( Beaudoin , 2002 ; Picciano , 2002 ; Wang , 2004 ) .”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “The results were different from the previous studies in that students spent significant portion of their time in posting, responding, and reading messages (Beaudoin, 2002).”
The good, the bad and the wiki: Evaluating student-generated content for collaborative learning (2008, background): “Previous studies have shown that some students learn even when they do not directly contribute to a message board, which has been termed ‘lurking’ (Beaudoin, 2002).”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “First and foremost, individuals need to interact in a collaborative community, although research into the phenomenon of lurking (Beaudoin, 2002) suggests that even the most elementary forms of participation can have many different nuances.”
BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE (2019, background): “Michael Beaudoin in a paper entitled, Learning or Lurking? Tracking the ‘Invisible’ Online Student, examines the relationship between student interaction and learning [20].”
Creating Effective Collaborative Learning Groups in an Online Environment (2009, background): “So-called “witness learners” (Beaudoin, 2003), those who never appear in module conference discussions, almost always actively participate in study group activities even when the group work is not graded.”
Understanding lurkers in online communities: A literature review (2014, background): “Surveys have been conducted in online communities (Bishop, 2007), email-based discussion list (Nonnecke & Preece, 2000), the social network service (Rau, Gao, & Ding, 2008) and online learning courses (Beaudoin, 2002; Küçük, 2010) to discover the underlying reasons for lurking and methods to encoura”
The Influence of Personality on Social Participation in Learning Environments (2006, result): “Third, in contrast to the reported positive correlations between class participation and academic performance, in WBIEs it was found that blurkersQ (i.e., passive students) scored similarly to (Taylor, 2002) or even higher than active participants (Beaudoin, 2002).”