Stream Differences in Asynchronous Online Discussions: Analysing Student Cohesion and Roles in Technology-Mediated Project Work Classrooms

This study aims to investigate stream differences in asynchronous online discussions in the context of Project Work. Empirical evidence from literature shows that knowledge construction in asynchronous online discussions is strongly associated with cohesion and role structure in online networks. We analysed the social networks in two eighth grade classes from two different streams for cohesion and role structures. A total of 80 students in 16 project groups were involved in this study. All groups were facilitated by the same teacher. The findings revealed no significant stream difference for cohesion. It was found that groups which are more cohesive had high correlation values of structural role equivalence while less cohesive groups had lower correlation values of structural role equivalence, indicating the strong presence of dominating and lurking members. The findings provide evidence that asynchronous online discussions in Project Work classrooms provide possibilities for equal participatory activities and cohesive structures in groups of different learning abilities (express and normal stream).