Tool proficiency, task styles, and online group discussion effectiveness

Abstract

The purpose of this study was to investigate the influences of different online discussion task styles and users’ tool proficiency on group discussion effectiveness. It adopted a case study approach, wherein the student club members’ performance of a two-stage online group discussion activity was observed and examined. Twelve undergraduate members of a club were recruited and divided into high- and low-proficiency groups. Each group performed both a creative task and a planning task in sequence. Findings showed that the high-proficiency group performed better than the low-proficiency group. Also, both groups applied various summary strategies to facilitate the discussion process. This study concluded that the creative task is appropriate for BBS-style online on-task discussions. Recommendations are made to encourage researchers and practitioners to choose proper tools considering the task fitness to facilitate group collaborative online work in the field, especially in educational contexts. Also, it is recommended that instructors investigate the nature and features of various instruments and media before implementing CMC applications especially for further nurturing collaborative creativity.