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Learners in asynchronous discussion forums are inundated with diverse options when it comes to interaction. This enables the embodiment of various styles of participation. On the other hand, the affective domain tends to be overlooked in the online discussion context. The modeling of discussion activities based on both cognitive and affective indicators constitutes this study's unique aspect. In the study, the impact of social anxiety and participation styles on active participation in discussions were investigated using three-factor social anxiety and four-factor participation style models. In addition, the impact of active participation on academic achievement was also examined. Path analysis was used to explain the predictive correlation among these indicators. Students' participation behaviors in discussions during a three-week implementation were analyzed within the scope of a course taught during the COVID-19 pandemic period. The findings showed that social anxiety and participation styles had a significant impact on active participation, which, in turn, significantly affected academic achievement. The study provides crucial inputs in portraying the characteristics of learners in such a way as to tailor online discussions to their needs. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop a standardized measurement tool that can be used to determine the participation styles of individuals participating in online instructional discussions. The scale consists of two dimensions called 'Why' and 'How.' The Why dimension comprises the main motivators of the participants' participation in online instructional environments, whereas the How dimension comprises items expressing participation behaviors or forms. Two separate datasets were used for exploratory factor analysis (450 participants) and confirmatory factor analysis (693 participants), and the scale was applied to both undergraduate and graduate students. The scale consisted of eight factors, with four in the Why dimension and four in the How dimension. The results of confirmatory factor analysis showed that the scale was able to identify four different patterns of participation. Expressed as participation styles, these patterns are To Socialize/Connective, To Get Information/Analytical, To Discuss/Innovative, and To Fulfill Requirements/Practical. According to these results, the Participation Style Scale for Online Instructional Discussions was assumed to be a valid and a reliable measurement tool for determining the participation styles of participants of online instructional discussions. These four styles are thought to contribute to the instructors, the researchers, and the learners who want to benefit from effective learning in online environments. Instructors and researchers can determine learners' participation styles before organizing discussion environments, and learners who think and gain awareness about their own participation styles can manage their discussion and learning processes more effectively. [ABSTRACT FROM AUTHOR]

Recognising that active involvement with the target language is important in learning a second language, this research compared the participation style of the language learners in different discussion settings; online and face-to-face. The personality (extroversion and introversion) and language proficiency (high-intermediate and low-intermediate) of the 48 participants were looked into. Qualitative data were obtained through observation, survey and online feedback session to substantiate the main data gathered from the quasi-experiment. The findings revealed that the use of synchronous online setting helps elicit more contribution of words and balance the participation of ESL learners especially among the introverts and the less proficient learners. The findings also implied that language instructors can capitalise on this setting to elicit more participation from selected group of students and encourage more balanced participation in the language classroom. In addition, the findings of this study showed that the medium played a role in influencing the messages produced by certain group of learners more than the others. [ABSTRACT FROM AUTHOR]

Background: Understanding how people participate in and contribute to online health communities (OHCs) is useful knowledge in multiple domains. It is helpful for community managers in developing strategies for building community, for organizations in disseminating information about health interventions, and for researchers in understanding the social dynamics of peer support.Objective: We sought to determine if any patterns were apparent in the nature of user participation across online health communities.Methods: The current study involved a systematic review of all studies that have investigated the nature of participation in an online health community and have provided a quantifiable method for categorizing a person based on their participation style. A systematic search yielded 20 papers.Results: Participatory styles were classified as either multidimensional (based on multiple metrics) or unidimensional (based on one metric). With respect to the multidimensional category, a total of 41 different participation styles were identified ranging from Influential Users who were leaders on the board to Topic-Focused Responders who focused on a specific topic and tended to respond to rather than initiate posts. However, there was little overlap in participation styles identified both across OHCs for different health conditions and within OHCs for specific health conditions. Five of the 41 styles emerged in more than one study (Hubs, Authorities, Facilitators, Prime Givers, and Discussants), but the remainder were reported in only one study. The focus of the unidimensional studies was on level of engagement and particularly on high-engaged users. Eight different metrics were used to evaluate level of engagement with the greatest focus on frequency of posts.Conclusions: With the exception of high-engaged users based on high post frequency, the current review found little evidence for consistent participatory styles across different health communities. However, this area of research is in its infancy, with most of the studies included in the review being published in the last 2 years. Nevertheless, the review delivers a nomenclature for OHC participation styles and metrics and discusses important methodological issues that will provide a basis for future comparative research in the area. Further studies are required to systematically investigate a range of participatory styles, to investigate their association with different types of online health communities and to determine the contribution of different participatory styles within and across online health communities. [ABSTRACT FROM AUTHOR]

Recognising that active involvement with the target language is important in learning a second language, this research compared the participation style of language learners in different discussion settings; online and face-to-face. Personality (extroversion and introversion) and language proficiency (high-intermediate and low-intermediate) of the 48 participants were taken into account during sample selection and data analysis. Qualitative data was obtained through observation, survey and online feedback sessions to substantiate the main data gathered from the quasi-experiment. The findings revealed that the use of synchronous online setting helps to balance the participation of learners and elicits more contribution of words; especially among the introverts and the less proficient ESL learners. The findings also implied that language instructors can capitalize on this setting to elicit more participation from selected groups of students and encourage more balanced participation in the language classroom. In addition, the findings of this study showed that the medium played a role in influencing the messages produced by certain groups of learners more than others. [ABSTRACT FROM AUTHOR]

Background: Internet support groups enable users to provide peer support by exchanging knowledge about and experiences in coping with their illness. Several studies exploring the benefits of internet support groups for depression have found positive effects on recovery-oriented values, including empowerment. However, to date, little attention has been paid to user narratives.Objective: This study aims to capture the user perspective on an online peer support community for depression with a focus on the modes of user engagement and the benefits users derive from participation in the forum.Methods: In this qualitative study, we conducted 15 semistructured interviews with users of Depression Connect, a newly developed online peer support community for individuals with depression. Combining a concept-driven and a data-driven approach, we aimed to gain insight into what users value in our Depression Connect platform and whether and how the platform promotes empowerment. We performed a thematic analysis to explore the merits and demerits reported by users by using theoretical concepts widely used in internet support group research. In the subsequent data-driven analysis, we sought to understand the relationship between different styles of user engagement and the participants' experiences with the use of Depression Connect. Data analysis consisted of open, axial, and selective coding. To include as diverse perspectives as possible, we opted for purposive sampling. To verify and validate the (interim) results, we included negative cases and performed member checks.Results: We found participation in Depression Connect contributes to a sense of belonging, emotional growth, self-efficacy, and empowerment. "Getting too caught up" was the most frequently reported negative aspect of using Depression Connect. The deployment and development of three participation styles (ie, reading, posting, and responding) affected the perceived benefits of Depression Connect use differentially, where the latter style was central to enhancing empowerment. "Being of value to others" boosted the users' belief in their personal strength. Finally, Depression Connect was predominantly used to supplement offline support and care for depression, and it mainly served as a safe environment where members could freely reflect on their coping mechanisms for depression and exchange and practice coping strategies.Conclusions: Our findings shed new light on user engagement processes on which internet support groups rely. The online community primarily served as a virtual meeting place to practice (social) skills for deployment in the offline world. It also allowed the members to learn from each other's knowledge and experiences and explore newly gained insights and coping skills. [ABSTRACT FROM AUTHOR]