How interactive is a semantic network ? Concept maps and discourse in knowledge communities

Computer-mediated learning needs to be social too. Interactivity is a central construct for collaborative knowledge construction in online communities. We present an operationalized framework for measuring interactivity in online discussions, based on our view of interactivity as a socio-constructivist process. We hypothesize that the traditional design for online discussion platforms, with linear, chronologically threaded forums and bulletin boards, would result in less interactive behavioral patterns. We propose a semantic network topology to online discussions, which in turn reflects a social constructivist process. To that end, we developed Ligilo, an online discussion platform. Here, each discussion contribution and content item is expressed as a node in a semantic network of posts. We describe a field study comparing interactivity using threaded-based discussion and Ligilo's semantic, networked based discussion. Initial results indicate higher interactivity in content creation patterns, suggesting learning, motivation and sustainability for discussion and community

Creativity is Connecting Things: The Role of Network Topology in Fostering Collective Creativity in Multi-Participant Asynchronous Online Discussions.

Creativity derives from the ability to form new meaningful combinations out of available resources. Collective creativity is the product of a collaborative process, consisting of multiple interactions between group members and the shared content, which lead to the emergence of novel shared meanings. This exploratory research addresses the expression of collective creativity in multi-participant asynchronous online discussions, by proposing interactivity and emergence as key features of the collaborative creative process. The ability to connect posts in a non-sequential manner ("cross-linking") is suggested as the basis for the formation of emergent community-structures within the content, which reflect collectively constructed novel combinations. Initial indications for this process are presented by applying a combination of network analysis and qualitative inquiry to data from a multiparticipant virtual discussion, held as part of an online academic course. A methodology for extracting emergent themes is described

The Relationship Between Offline Social Capital and Online Learning Interactions

This article examines the interplay between offline social capital and online interactivity in higher education's online learning discussions. In a field study, we examine networks of interactions extracted from the online discussions and offline acquittance questionnaire of four classes. Two classes belong to a traditional brick-and-mortar university, where an offline acquaintance is a common resource, and two classes belong to a distance-learning university with a loose offline acquaintance. We analyzed the offline and online networks of interactions at the individual, dyadic, and community levels. We found that there is a positive association between offline social capital and online learning interactions across all classes at the individual and dyadic levels. Using network analysis, we found evidence for a substitutional relationship between the offline and online networks at the community level, thus suggesting that online interactions may be encouraged as a complementing dimension of offline social capital

Experiences in an Online Learning Community

Master of public health online programs have been experiencing issues with retention and problems related to inconsistent implementation of online learning communities. This basic qualitative study aimed to understand the efficacy of online programs and the perceived impact of the implantation of online learning communities. The conceptual framework for this study is Siemens’s connectivism theory supporting different types of learning in the online environment. Two research questions guided the study: (a) How do graduate students in an online Master of Public Health program perceive the efficacy of online learning communities and (b) Which components of online learning communities do graduate students in an online Master of Public Health program perceive as most beneficial. Qualitative interviews with 12 respondents enrolled in a master of public health online degree program were conducted through a video conferencing software. The semistructured interviews included topics related to joining student groups, attending webinars, and connecting with their peers on social media, among others. Data analysis consisted of a deductive approach untilizing general a priori codes centered on the research questions, then additional codes were added inductively as the analysis progressed. The six themes identified through the research process were: time management, self-motivation, helping people in their community, faculty engagement, faculty discussion engagement, and engagement outside the classroom. Information related to best practices for implementing online learning communities within higher education, particularly in graduate public health programs, was identified. The study has the potential to create positive social change by identifying factors that promote student success to help students graduate