Claims

Contribution styles differ: TDE students send more instant messages while CFDE students make more insistent contributions

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Experiment group students made more insistent contributions (154 vs 101) while control group students made more instant contributions (287 vs 261); discussion initiation was equal (40 vs 40). → Yilmaz 2016

Evidence

Yilmaz 2016

Yilmaz, E. O., & Yurdugul, H. (2016). Design and effects of a concept focused discussion environment in e-learning. Eurasian Journal of Educational Research, 63, 353-374. https://doi.org/10.14689/ejer.2016.63.20

q2 · i? · causal · r2

Descriptive frequency analysis of contribution styles (initiating, instant, insistent, only reading) from Table 3; totals were 455 messages in CFDE and 428 in TDE, with only three CFDE and four TDE students only reading. No statistical test is reported for these style differences.

"learners using TDE are prone to send instant messages, but learners using CFDE are more likely to discuss instead of sending instant messages."

Discussion

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