Abstract Literature has suggested numerous benefits of online learning. In this study, we focused on asynchronous online discussion in higher education. We defined effective online discussions as making social presence known and conducting multidimensional discussions. Three dimensions were used to define multidimensional discussions: time, learning space, and example. Discussion posts and course evaluations made by graduate students in two online courses were examined to understand whether different sizes of online discussion groups and requirements for discussions can generate different frequencies of social presence and multidimensional discussions. Results showed that when the class size was around 30, whole class interaction in online discussions and requiring students to reply to others’ posts encouraged students to make their social presence known and to conduct multidimensional discussions. Furthermore, when students were assigned to small groups of three or four students for online discussions, the frequencies of social presence and multidimensional discussions depended on other group members’ engagement in discussions. Findings from the study also provided evidence that making one’s social presence known was positively related to multidimensional discussions. Implications of the findings are discussed.

中文翻译：

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多维在线讨论中的社交存在：小组规模的作用和讨论要求

摘要文学提出了在线学习的许多好处。在这项研究中，我们专注于高等教育中的异步在线讨论。我们将有效的在线讨论定义为让人们知道社会存在并进行多维讨论。三个维度用于定义多维讨论：时间，学习空间和示例。研究了研究生在两门在线课程中的讨论帖子和课程评估，以了解不同规模的在线讨论组和讨论要求是否可以产生不同的社交状态和多维讨论频率。结果显示，当班级人数约为30人时，在线讨论中的全班互动，并要求学生回复他人的帖子，这鼓励学生了解自己的社会存在并进行多维讨论。此外，当将学生分配给三到四个学生组成的小组进行在线讨论时，社交存在和多维讨论的频率取决于其他小组成员的讨论参与度。该研究的发现还提供了证据，表明一个人的社会存在与多维讨论有着积极的关系。讨论结果的含义。社会存在和多维讨论的频率取决于其他小组成员的讨论参与度。该研究的发现还提供了证据，表明一个人的社会存在与多维讨论有着积极的关系。讨论结果的含义。社会存在和多维讨论的频率取决于其他小组成员的讨论参与度。该研究的发现还提供了证据，表明一个人的社会存在与多维讨论有着积极的关系。讨论结果的含义。