Students who write more synchronous messages spend more time online (r = .61)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2·i3large
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 messages sent correlates positively with time spent online (r = 0.61, p = 0). → Murat Oztok 2012
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 · r2
Correlational log analysis across all 222 students in the nine dual-mode courses, relating messages sent to total time online. The quote reports "r = 0.61,p = 0", supporting the interpretation that active synchronous students were more active overall.
"we find a significant positive relationship between number of messages sent and time spent online (r = 0.61,p = 0)"
Discussion¶
Related Claims¶
- Frequent private-message writers show a lower note scan rate, scanning fewer opened notes (r = −.18) — related
- Students who write more synchronous messages also write more asynchronous notes and read more notes (r = .60 and r = .36) — related
- No significant correlation between number of messages written and average length of notes written — related
- Students in large online classes scan lengthy notes (over 350 words) more frequently than students in small classes — related
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