"Computer-Based Communication and the Creation of Group Identity" or "Questions We Could be Asking about Group Interaction via Computer.".

A study investigated communication patterns among undergraduate student groups using email for instructional discussion at the University of Minnesota. A sample of three 6-person groups was studied over a 7-week period, during which the groups were given three topics to discuss sequentially for instructional purposes. Students used email outside of class time and were required to contribute at least two posts (or entries) for each discussion topic. The task assigned to the students was to: (1) generate ideas and arguments on a given topic; and (2) learn how to improve their on-line conversation skills. There was no tangible goal for the group to produce; instead, groups were asked to focus on the process of discussing. Transcripts of the discus:. ions were analyzed inductively using a process of repeated sumarizing to reduce the data and look at patterns. Each discussinn was treated as a separate case and dynamics were noted at the micro-level for all cases. Then cross-group dynamics and cross-discussion dynamics were analyzed. Finally, categories were generated for further research: (1) discussion mom:ntum (the use of an "anchor" post as a touchstone); (2) question-asking strategies; (3) use of humor or sarcasm; (4) norms for naming participants; (5) style of writing and competence; (6) beginnings and endings; (7) disruptive events: (8) software differences; (9) role functions (for instance, the emergence of a leader); (10) agreement and conflict; (11) nonparticipants; and (12) the relationship between computer-mediated and face-to-face interaction. (Contains instructions for email discussion used in the course.) (TB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** *** WORK IN PROGRESS *** "Computer-based Communication and the Creation of Group Identity" OR "Questions We Could Be Asking About Group Interaction Via Computer" Lisa M. Miller University of Minnesota mill0273@gold.tc. umn.edu Presented at the Annual Meeting of the Speech Communication Association in New Orleans, November 20, 1994. ABSTRACT: This paper describes an exploratory study of undergraduate student groups using email for instructional discussion. The purpose of the study is to generate research questions and provide direction for a larger research program. A sample of three 6-person groups was studied over a 7-week period during which the groups were given three topics to discuss sequentially for instructional purposes. Students used email outside of class time and were required to contribute at least two posts for each discussion topic. The assigned "task" was to (1) generate ideas and arguments on the given topic and (2) learn how to improve your on-line conversation skills. There was no tangible goal for the group to produce, instead groups were asked to focus on the process of discussing. Participation in the discussion constituted 10% of the students' overall grade. Transcripts of the discussions were analyzed inductively using a process of repeated summarizing to reduce the data and look at patterns. Each discussion was treated as a separate case and dynamics were noted at the micro-level for all nine cases. Then cross-group dynamics and cross-discussion dynamics were analyzed. Twelve categories of dynamics were inductively generated from the data as areas for future research. Strengths of the study include the ability to manage micro-level communication dynamics in the transcripts, as well as consider longitudinal effects. The exploratory nature of the study limits the reliability and generalizeability of the specific findings. This paper describes an exploratory study of undergraduate student groups using email for instructional discussion. The purpose of the study is to generate research questions and provide direction for a larger research program. A sample of three 6-person groups was studied over a 7-week period during which the groups were given three topics to discuss sequentially for instructional purposes. Students used email outside of class time and were required to contribute at least two posts for each discussion topic. The assigned "task" was to (1) generate ideas and arguments on the given topic and (2) learn how to improve your on-line conversation skills. There was no tangible goal for the group to produce, instead groups were asked to focus on the process of discussing. Participation in the discussion constituted 10% of the students' overall grade. Transcripts of the discussions were analyzed inductively using a process of repeated summarizing to reduce the data and look at patterns. Each discussion was treated as a separate case and dynamics were noted at the micro-level for all nine cases. Then cross-group dynamics and cross-discussion dynamics were analyzed. Twelve categories of dynamics were inductively generated from the data as areas for future research. Strengths of the study include the ability to manage micro-level communication dynamics in the transcripts, as well as consider longitudinal effects. The exploratory nature of the study limits the reliability and generalizeability of the specific findings. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 U.S. DEPARTMENT OF EDUCATION Office or Educationsi Research and improvement EDUCATIONAL. RESOURCES INFORMATION CENTER (ERIC) O ThIlt doc.ment has been reproduced as received from the perion or organization originating it 0 Minor changes have been made to improve reproduction quality Points of yes* or oprnions staled in this documen' do not necessarily represent official OERI position or policy