Students who write more synchronous messages also write more asynchronous notes and read more notes (r = .60 and r = .36)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2 · i2–i3
Currency · newest study 2012 · 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 i3 Number of synchronous messages written correlates positively with number of asynchronous notes written (r = 0.6, p = 0). → Murat Oztok 2012 q2 i2 Number of synchronous messages written correlates positively with number of notes read (r = 0.36, p = 0). → Murat Oztok 2012 (2)

Evidence¶

Murat Oztok 2012¶

Murat Oztok, Daniel Zingaro, Clare Brett, Jim Hewitt. (2012). Exploring Asynchronous and Synchronous Tool use in Online Courses. Preprint submitted to Computers & Education. https://doi.org/10.1016/j.compedu.2012.08.007

q2 · i3 · associational · r1

Correlational analysis of platform log data across all 222 students in nine dual-mode courses, relating messages written to asynchronous behaviors. The quote reports "r = 0.6,p = 0" for notes written, suggesting messaging does not privatize participation.

"we found a highly signiﬁcant positive correlation between number of messages written and number of notes written (r = 0.6,p = 0)"

Murat Oztok 2012 (2)¶

q2 · i2 · associational · r2

Same correlational analysis over all 222 students. The quote reports "r = 0.36,p = 0" for notes read, indicating active synchronous students also read more asynchronous notes than their peers.

"we found a moderate positive correlation between number of messages written and number of notes read (r = 0.36,p = 0)"

Discussion¶

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