By Dr. Allan Jeong
Florida State University

Abstract: This study examined how comfort in social situations (extraversion), ability to take criticism (adaptability), and need for approval (independence) influenced the frequency and types of responses posted in reply to given messages (e.g., argument, evidence, challenge, explanation) and the processes of argumentation (e.g., argument --> challenge --> explain) in asynchronous online discussions. By analyzing the messages exchanged in eight online group debates, this study found that exchanges between highly independent students produced more challenges posted in reply to arguments (ES = .36) and counter-challenges posted in reply to challenges (ES = .32) than the exchanges between low independent students. Exchanges between highly adaptive students produced more counter-challenges posted in reply to challenges (ES = .20) than the exchanges between low adaptive students. The exchanges between highly extraverted students and the exchanges between low extraverted students produced no significant differences in response patterns. These findings suggest that assigning students to debate teams or discussion groups based on level of adaptability and independence can produce moderate gains in the depth and quality of students’ argumentation.
 

Source: Jeong, A. (2005). The effects of personality traits on group interaction and performance in computer-supported collaborative argumentation. Paper presented at the annual 2005 Association of Educational Communication and Technology conference in Orlando, FL.