A Study of Group Interaction Patterns and Emoticon Use in a Synchronous Discussion Activity

This study explores the group interaction patterns and emoticon use in a synchronous discussion activity within an international distance course. It adopts the qualitative research approach and analyzes data collected from messages posted onto the online discussion boards of four learning groups during their online discussion activity. The transcript analysis tool (TAT) was used to analyze interaction features on a sentence-level. With TAT, transcripts were coded within five main categories by three raters. The findings suggested that differences in focus on the factual elements (statements) distinguished group involvements with online network, and each group showed the same preference in providing support to teammates. Besides, emoticon use was proved to be a good method to strengthen interpersonal interaction and to enhance social presence during the interaction process. Students viewed synchronous online discussion as an impressive and helpful learning activity which benefited their positive attitudes to international distance learning. This study concludes that with sound online learning activity design, synchronous CMC is beneficial to improve interaction and to increase students' willingness to participate in class activities.