Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs

Discussion among learners in MOOCs has been hailed as beneficial for social constructive learning. To understand the pedagogical value of MOOC discussion forums, several researchers have utilized content analysis techniques to associate individual postings with differing levels of cognitive activity. However, this analysis typically ignores the turn taking among discussion postings, such as learners responding to others’ replies to their posts, learners receiving no reply for their posts, or learners just posting without conversing with others. This information is particularly important in understanding patterns of conversations that occur in MOOCs, and learners’ commenting behaviors. Therefore, in this paper we categorize comments in a FutureLearn MOOC based on their nature (post vs. reply to others’ post), classify learners based on their contributions for each type of post-ing, and identify conversations based on the types of comments composing them. This categorization quantifies the dynamics of conversations in the discussion activities, allowing monitoring of on-going discussion activities in FutureLearn and further analysis of identified conversations, social learners, and course steps with an unusually high number of a particular type of comment

Stay Awhile and Listen: User Interactions in a Crowdsourced Platform Offering Emotional Support

Internet and online-based social systems are rising as the dominant mode of communication in society. However, the public or semi-private environment under which most online communications operate under do not make them suitable channels for speaking with others about personal or emotional problems. This has led to the emergence of online platforms for emotional support offering free, anonymous, and confidential conversations with live listeners. Yet very little is known about the way these platforms are utilized, and if their features and design foster strong user engagement. This paper explores the utilization and the interaction features of hundreds of thousands of users on 7 Cups of Tea, a leading online platform offering online emotional support. It dissects the level of activity of hundreds of thousands of users, the patterns by which they engage in conversation with each other, and uses machine learning methods to find factors promoting engagement. The study may be the first to measure activities and interactions in a large-scale online social system that fosters peer-to-peer emotional support

Reading the Source Code of Social Ties

Though online social network research has exploded during the past years, not much thought has been given to the exploration of the nature of social links. Online interactions have been interpreted as indicative of one social process or another (e.g., status exchange or trust), often with little systematic justification regarding the relation between observed data and theoretical concept. Our research aims to breach this gap in computational social science by proposing an unsupervised, parameter-free method to discover, with high accuracy, the fundamental domains of interaction occurring in social networks. By applying this method on two online datasets different by scope and type of interaction (aNobii and Flickr) we observe the spontaneous emergence of three domains of interaction representing the exchange of status, knowledge and social support. By finding significant relations between the domains of interaction and classic social network analysis issues (e.g., tie strength, dyadic interaction over time) we show how the network of interactions induced by the extracted domains can be used as a starting point for more nuanced analysis of online social data that may one day incorporate the normative grammar of social interaction. Our methods finds applications in online social media services ranging from recommendation to visual link summarization.Comment: 10 pages, 8 figures, Proceedings of the 2014 ACM conference on Web (WebSci'14

Museum Learning via Social Media: (How) Can Interactions on Twitter Enhance the Museum Learning Experience?

Museums are rich sources of artifacts, people and potential dialogic interactions. Recent developments in web technologies pose big challenges to museums to integrate such technologies in their learning provision. The study presented here is concerned with the potential of how school visits to museums can be enhanced by the use of social media. The Museum of London (MoL) is selected as the site of the study and the participants were a Year 9 History class (13-14 years old) in a secondary school in Milton Keynes. It draws on Falk and Dierking’s (2000) Contextual Model of Learning and considers evidence of meaning making from students’ tweets and activity on-site. Observational data during the visit, the visit’s Twitter stream and post-visit interview data with the participants is presented and analysed. It is argued that use of Twitter, a microblogging platform (http://twitter.com), enhances the social interaction around museum artifacts and thus, the process of shared construction of meaning making, which can enrich the museum experience

Community tracking in a cMOOC and nomadic learner behavior identification on a connectivist rhizomatic learning network

This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions particularly. As an explanatory mixed research design, Social Network Analysis and content analysis were employed for the purposes of the research. SNA is used at the macro, meso and micro levels, and content analysis of one week of the MOOC was conducted using the Community of Inquiry framework. The macro level analysis demonstrates that communities in a rhizomatic connectivist networks have chaotic relationships with other communities in different dimensions (clarified by use of hashtags of concurrent, past and future events). A key finding at the meso level was that as #rhizo15 progressed and number of active participants decreased, interaction increased in overall network. The micro level analysis further reveals that, though completely online, the nature of open online ecosystems are very convenient to facilitate the formation of community. The content analysis of week 3 tweets demonstrated that cognitive presence was the most frequently observed, while teaching presence (teaching behaviors of both facilitator and participants) was the lowest. This research recognizes the limitations of looking only at Twitter when #rhizo15 conversations occurred over multiple platforms frequented by overlapping but not identical groups of people. However, it provides a valuable partial perspective at the macro meso and micro levels that contribute to our understanding of community-building in cMOOCs

Evolution of Conversations in the Age of Email Overload

Email is a ubiquitous communications tool in the workplace and plays an important role in social interactions. Previous studies of email were largely based on surveys and limited to relatively small populations of email users within organizations. In this paper, we report results of a large-scale study of more than 2 million users exchanging 16 billion emails over several months. We quantitatively characterize the replying behavior in conversations within pairs of users. In particular, we study the time it takes the user to reply to a received message and the length of the reply sent. We consider a variety of factors that affect the reply time and length, such as the stage of the conversation, user demographics, and use of portable devices. In addition, we study how increasing load affects emailing behavior. We find that as users receive more email messages in a day, they reply to a smaller fraction of them, using shorter replies. However, their responsiveness remains intact, and they may even reply to emails faster. Finally, we predict the time to reply, length of reply, and whether the reply ends a conversation. We demonstrate considerable improvement over the baseline in all three prediction tasks, showing the significant role that the factors that we uncover play, in determining replying behavior. We rank these factors based on their predictive power. Our findings have important implications for understanding human behavior and designing better email management applications for tasks like ranking unread emails.Comment: 11 page, 24th International World Wide Web Conferenc

‘Offline’ vs ‘online’ media: Claim-makers, content, and audiences of climate change information

This paper aims to explore both similarities and differences between offline and online climate change communication in terms of claim-makers, content, and audiences. It is based on academic peer reviewed papers directly relevant to the communication of climate change by the media, published in English language between 2010 and 2016. Interdependences between offline and online media are often cited, especially in terms of web searches of information already reported by traditional media (both print and television). In some other cases, the study of the intermedia agenda shows that the debate originated on online blogs triggers and conditions the attention of print media. This interdependence is also showed by a polarisation between ‘activists’ and ‘contrarians’ in both online and offline arenas. However, while the web offers greater space for interaction and a variety of sources, the dominance of the ‘old media’ point of view seems to undermine these attempts