Abstract :
This study verified the efficacy of the intentional repetition technique in
improving interaction in asynchronous online discussions by taking into
account the learning styles of the participants. A conceptual framework
served for the development of the technique, which conceptualises efficient
and cohesive interaction on a continuum of process that move from social
presence to production of an artefact. Sixty-one university students participated
in the study. A quasi-experimental research design was used. The subjects,
who were assigned randomly into two groups, were tested using Kolb’s
learning style inventory. The results showed that the experimental group
exposed to the intentional repetition technique produced significantly better
interaction than the control group, regardless of their learning styles, which
had no significant effect on the interaction. Moreover, there was no interaction
effect between the learning styles and the treatment. The implications arising
from these results identify various suggestions for increasing the coherence
and depth of the interaction amongst students in asynchronous online
discussions.
