Hierarchical vs. sequential web forums. Methodological issues in interaction analysis

The wide spread of Social Network Analysis in the field of online interactions is developing interesting lines of research regarding methodologies to be adopted in encoding data and interpretation of results. Many important methodological implications in the application of SNA are becoming central in the comparison between automated systems versus non-automatic procedures. The paper investigates the attribution of addressees role in sequential and hierarchical web forums. Specific empirical issues are presented about generic messages (no addressee is selected), regards and coding procedures in different online environments. The authors also present some developments in the semantic analysis combined with structural analysis potentiated (S/SC), together with some operational proposals suitable for different kinds of communication contexts.La continua diffusione della Social Network Analysis nell\u27ambito delle interazioni online sta sviluppando interessanti filoni di ricerca per quanto riguarda le metodologie da adottare nella codifica dei dati e nella fase di interpretazione dei risultati. Emergono, infatti, importanti implicazioni metodologiche nell\u27applicazione della SNA con sistemi automatizzati rispetto a strumenti non automatizzati. La problematica indagata dal paper riguarda, in particolare, l\u27attribuzione del ruolo del destinatario e del mittente in ambienti di comunicazione sequenziali e gerarchici, con particolare riguardo ai forum (dove i messaggi vengono spesso indirizzati a tutto il gruppo) ed estensibile anche a contesti interattivi diversi, in cui sia difficile individuare in modo univoco la direzione dei messaggi. Gli autori presentano alcuni sviluppi del semantic analysis combined with potentiated structural analysis (S/SC) model, con la proposta di soluzioni operative utili a diversi contesti di interazione e apprendimento online

Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning

Investigating processes of social knowledge construction in online environments

On-line forums provide opportunity and potential for collaborative work, dialogue and study that can increase the flexibility of learning while motivating participants. By enabling teacher-learner and learner-learner interaction online systems can support the essential elements of a learning conversation by providing scope for discussion, dialogue and interaction. It is argued that this medium presents a socio-cognitive educational domain, unique in its potential for dialogue, participation and collaboration and a departure from face-to-face didactic paradigms of learning. Often, the types of verbal interactions and the means by which new knowledge is created on-line are not well understood. The paper provides frameworks for tertiary teachers and moderators of computer conferences that can be applied to the analysis of processes and activities that occur in text-based conferencing

Visualisation of Interactions in Online Collaborative Learning Environments

Much research in recent years has focused on the introduction of ‘Virtual Learning Environments’ (VLE’s) to universities, documenting practice and sharing experience. Communicative tools are the means by which VLE’s have the potential to transform learning with computers from being passive and transmissive in nature, to being active and constructivist. Attention has been directed towards the importance of online dialogue as a defining feature of the VLE. However, practical methods of reviewing and analysing online communication to encode and trace cycles of real dialogue (and learning) have proved somewhat elusive. Qualitative methods are under-used for VLE discussions, since they demand new sets of research skills for those unfamiliar with those methods. Additionally, it can be time-intensive to learn them. This thesis aims to build an improved and simple-to-use analytical tool for Moodle that will aid and support teachers and administrators to understand and analyse interaction patterns and knowledge construction of the participants involved in ongoing online interactions. After reviewing the strengths and shortcomings of the existing visualisation models, a new visualisation tool called the Virtual Interaction Mapping System (VIMS) is proposed which is based on a framework proposed by Schrire (2004) to graphically represent social presence and manage the online communication patterns of the learners using Moodle. VIMS produces multiple possible views of interaction data so that it can be evaluated from many perspectives; it can be used to represent interaction data both qualitatively and quantitatively. The units of analysis can be represented graphically and numerically for more extensive evaluation. Specifically, these indicators are communication type, participative level, meaningful content of discussion, presence of lurkers, presence of moderators, and performance of participants individually and as a group. It thus enables assessment of the triangular relationship between conversationcontent, online participation and learnin

Learning networks and moodle use in online courses: a social network analysis study

Dissertação para obtenção do Grau de Doutor em Ciências da Educação Especialidade em Tecnologias, Redes e Multimédia na Educação e FormaçãoThis research presents a case study on the interactions between the participants of the forums of four online undergraduate courses from the perspective of social network analysis (SNA). Due to lack of studies on social networks in online learning environments in higher education in Portugal we have choose a qualitative structural analysis to address this phenomenon. The context of this work was given by the new experiences in distance education (DE) that many institutions have been making. Those experiences are a function of the changes in educational paradigms and due to a wider adoption of Information and Communication Technologies (ICT) from schools as well as to the competitive market. Among the technologies adopted by universities are the Learning Management Systems (LMSs) that allow recording, storing and using large amounts of relational data about their users and that can be accessed through Webtracking. We have used this information to construct matrices that allowed the SNA. In order to deepen knowledge about the four online courses we were studying we have also collect data with questionnaires and interviews and we did a content analysis to the participations in the forums. The three main sources of data collection led us to three types of analysis: SNA, statistical analysis and content analysis. These types of analysis allowed, in turn, a three-dimensional study on the use of the LMS: 1) the relational dimension through the study of forums networks and patterns of interaction among participants in those networks, 2) the dimension relative to the process of teaching and learning through content analysis of the interviews; 3) and finally the dimension related to the participants' perceptions about the use of LMS for educational purposes and as a platform for creating social networks through the analysis of questionnaires.With the results obtained we carried out a comparative study between the four courses and tried to present a reflection on the Online Project of the University as well as possible causes that led to what was observed. We have finished with a proposal of a framework for studying the relational aspects of online learning networks aimed at possible future research in this area

Using Data Mining for Predicting Relationships between Online Question Theme and Final Grade

As higher education diversifies its delivery modes, our ability to use the predictive and analytical power of educational data mining (EDM) to understand students\u27 learning experiences is a critical step forward. The adoption of EDM by higher education as an analytical and decision making tool is offering new opportunities to exploit the untapped data generated by various student information systems (SIS) and learning management systems (LMS). This paper describes a hybrid approach which uses EDM and regression analysis to analyse live video streaming (LVS) students\u27 online learning behaviours and their performance in their courses. Students\u27 participation and login frequency, as well as the number of chat messages and questions that they submit to their instructors, were analysed, along with students\u27 final grades. Results of the study show a considerable variability in students\u27 questions and chat messages. Unlike previous studies, this study suggests no correlation between students\u27 number of questions/chat messages/login times and students\u27 success. However, our case study reveals that combining EDM with traditional statistical analysis provides a strong and coherent analytical framework capable of enabling a deeper and richer understanding of students\u27 learning behaviours and experiences

How in-service language teachers become effective users of CALL for online teaching and learning : a case study of their development processes in a transformative online teacher training and development course

PhD ThesisThe design of courses for training teachers in the use of technology for language learning is a continuing focus of interest in the teacher training community, and standards have been proposed regarding the skills and knowledge that teachers need in order to use technology with their learners. However, the issue is not only what teachers need to know and can do with technology, but how teacher training courses can be created in ways as to help teachers to both implement technology effectively and keep pace with technological advances. Evidence about the process of developing those skills and knowledge is therefore central to the design of teacher training courses which are both effective and sustainable, in the sense of being adaptable to different contexts and changes in the technology. This thesis directly engages with the transformative processes experienced by language educators learning how to use technology for online language teaching. By examining how teachers develop their CALL competence for online language teaching, it is possible to suggest strategies to improve models for teacher professional development in CALL. This investigation is a case study of 8 in-service English language teachers in Chile who participated voluntarily in a guided online training and development course for Computer Assisted Language Learning (CALL) during 8 weeks. This course supported the teachers’ integration of theory, practice and reflection and was delivered via the virtual learning environment Moodle. The design of the course was based upon four main components, namely socio-constructivism, transformative learning, the community of inquiry model and the skills for online language teaching. Evaluative instruments such as pre- and post-course online questionnaires and interviews, the teachers’ log files and discussion forums and blogs posts in Moodle were applied to collect data. These data were analysed using Content analysis and descriptive statistics in order to uncover the teachers’ developmental processes. ii The findings of this study highlight the relevance of both collaborative and individual reflection to developing CALL skills and knowledge in CALL teacher education. The presence of an online tutor was also identified as key to promoting teaching presence in the online course. Additionally, the results suggest that a spiral rather than a linear of pyramid model provides a better representation of how the teachers developed their CALL skills and knowledge for online language teaching. The outcomes show that the teachers improved their understanding of using online resources and gained the confidence they needed to apply that technology effectively in their language courses, a process that the study refers to as the development of ‘digital self-esteem’. Based on an in depth consideration of the developmental processes revealed in this study, proposals are made for further research and recommendations are made for improvements to the design of the online training and development course.the Chilean government, Conicyt and Becas Chile programme for awarding me with a scholarship to study in the U

Using Twitter to Support Reflective Learning in an Asynchronous Online Course

The purpose of this study was to further our understanding of the use of Twitter for promoting reflective learning. Specifically, this study investigated how students participate in Twitter-supported activities, what type of knowledge are manifested when Twitter is used to reflect on the course readings, and how students perceive the Twitter-supported activities. The data showed that Twitter was successful in keeping the learners engaged in the reflective discussion activities for a prolonged period compared to Blackboard. Students overall had a positive perception towards the integration of Twitter to support reflection and discussion along with active participation. Twitter was effective in increasing perceived learner-content and learner-learner interactivity along with engagement. We also provide recommendations for educational practitioners and direction for future research

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future