This study aims to explore the effects of different feedback types on learner interaction in online discussion. Sixty-three undergraduate students were randomly assigned to treatment groups, and participated in a 3-week, small group online discussion. Overall, visual feedback of interaction patterns was effective as indicated by generally higher out-degree centrality for the group received feedback of interaction patterns as compared to the group received no feedback.
Bibliographical notePublisher Copyright:
© 2015, Springer-Verlag Berlin Heidelberg.
- Online discussion
- Social network analysis
- Visual feedback