Integrating Learning Analytics to Measure Message Quality in Large Online Conversations

Research on computer-supported collaborative learning (CSCL) often employs content analysis as an approach to investigate message quality in asynchronous online discussions using systematic message-coding schemas. Although this approach helps researchers count the frequencies by which students engage in different socio-cognitive actions, it does not explain how students articulate their ideas in categorized messages. This study investigates the effects of a recommender system on the quality of students’ messages from voluminous discussions. We employ learning analytics to produce a quasi-quality index score for each message. Moreover, we examine the relationship between this score and the phases of a popular message-coding schema. Empirical findings show that a custom CSCL environment extended by a recommender system supports students to explore different viewpoints and modify interpretations with higher quasi-quality index scores than students assigned to the control software. Theoretical and practical implications are also discussed

Characteristics of Initial Posts and Peer Engagement: Density Score Analyses for Social Presence in Online Discussions

A common activity in online courses that allows for student interaction is the asynchronous discussion; however, discussions do not inherently lead to meaningful engagement among students. This study explores how the moves that students make in their initial discussion posts influence the emotional engagement of their peers in response posts. 1500 asynchronous online discussion messages were collected from an undergraduate online course offered at a western state university. 608 online discussion threads were analyzed to determine how the characteristics of initial posts are associated with the engagement in peer responses. Six characteristic variables from initial posts were identified and analyzed. Density scores for social presence categories and indicators were calculated as the measure of the emotional engagement in the response posts. Results suggest that three characteristic variables in initial posts significantly influence the emotional engagement of peers in the response posts

Influence of Online Discussion Initial Posts on Peer Engagement in Response Posts

Engagement in online classes can promote student success but can be met with challenges associated with students feeling isolated from their peers, their instructors, or the course when learning online. Building opportunities for student interaction is one way to combat this isolation. A common activity in online courses that allows for student interaction is the asynchronous discussion; however, discussions do not inherently lead to meaningful engagement among students.This study aims to determine how students influence the engagement of their peers, so that instructors can better design student interactions that will promote engagement. Specifically, it investigates how the moves that students make in their initial discussion posts influence the behavioral, social, and cognitive engagement of their peers in response posts. Data were collected from asynchronous online discussions then analyzed to determine how the characteristics of initial posts may predict engagement in peer responses. Characteristics of initial posts included the time from the due date the initial post was made, the initial post word count, its reading ease score, its use of first- or second-person language, and its level of cognitive presence. Results indicate that some characteristics of initial posts do influence the behavioral, social, or cognitive engagement of peers. An initial post’s time from due date influenced peer behavioral engagement in the form of whether a response post was made. In terms of peer social engagement, first-person language, reading ease, and word count were found to influence individual categories or indicators of social presence. Finally, an initial post’s use of first-person language and its cognitive presence level were found to influence cognitive engagement in peers. These results suggest that the actions of individual students can influence the engagement of their peers in online discussion boards. On this basis, the characteristics of initial posts that influenced engagement in peer responses should be taken into consideration in the design of online discussion activities

Interaction in an asynchronous online course:a synthesis of quantitative predictors

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted), but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications

Examining Game-like Design Elements and Student Engagement in an Online Asychronous Course for Undergraduate University Students

Due to growing number of online university courses (Allen & Seaman, 2016; Picciano, 2015; Wladis, Wladis, & Hachey, 2014), this study examined whether game-like design strategies can be used to increase the quality of an asynchronous online course experience for undergraduate students. Student engagement is related to learning activities such as student-student, student-instructor, and student-course material interaction, as well as positive factors such as satisfaction, accomplishment, and active and collaborative learning (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Shea et al., 2010). While there is a growing body of literature that deals with using game mechanics in instructional design generally, less is known about how game mechanics can increase student engagement in an online, asynchronous, university-level course. The quasi-treatment design of this study allowed for the comparison of student experiences in two versions of the same asynchronous undergraduate course. Data were collected via an online survey of perceived engagement, LMS-supported analytics, and grades. This study shows the current technology use of the students. The majority of students who participated in this study have been using the internet and computers for seven years or more. Based on this study, designers and instructors of online courses may consider using game-like hidden badges as a way to improve engagement in the asynchronous learning environment. Reward schedules, clues, reminders, and profiles could be essential for efficient implementation of game mechanics

Quantitative Content Analysis Methods in Instructional Technology Research: Defining, Coding, Analyzing and Modeling (DCAM)

Content analysis has been applied in the research of instructional design and technology to analyze (a) text-based contents, such as online discussions, social media communications, or published articles, and (b) other formats of contents such as videos, audios, or pictures. The purpose of this article is to introduce a method of DCAM (Defining, Coding, Analyzing and Modeling) for content analysis with practice examples. DCAM is a quantitative method generated from a series of studies in instructional design conducted by the author, and supported by the literature in the field. The variables defined from the text-content or other formats of contents can be design related variables, learning related variables, micro-activities in learning, or behavior-performance related learning outcome. In this article, first, nominal, ordinal and scaled coding methods on those variables are demonstrated. Second, reliability measures in content-variable coding are reviewed and explored. Third, parametric and nonparametric statistics methods to examine those variables for content analysis are presented. Finally, some cautions and suggestions to conduct content analysis is discussed

UNDERSTANDING THE PARADOX OF MENTAL EFFORT IN ONLINE LEARNING CONVERSATIONS

This study investigates inquiry-based interaction and learning outcomes mediated by two types of artifact-centered discourse environments. The study aims to promote social construction of knowledge by optimizing the division of mental effort between pragmatic and semantic grounding activities. We present a theoretical research model by combining social constructivism, grounding theory, and cognitive load theory. We carried out a quasi-experimental study using survey instruments, content analysis, sequential analysis, and knowledge tests for a holistic approach to understand the paradox of mental effort in online learning conversations. The primary finding of this study is that a linked artifact-centered discourse environment facilitates pragmatic grounding activities to attain a common ground in online learning conversations. Additionally, less need for pragmatic grounding activities leaves more room for semantic grounding activities. Finally, more semantic grounding activities lead to a deeper understanding of the learning material

Critical thinking: the impact of social influence

Submitted for the degree of MSc by Research to the Research Graduate School of the University of Bedfordshire.An under researched area of conformity and social influence is how it interferes with critical thinking. This study will investigate how critical thinking is interfered with by social influence in both Face to Face (FTF) and Computer Mediated Communication (CMC) within an academic discussion group. A systematic review was conducted to identify any existing literature on social influence and critical thinking in a blended learning environment, the results of the review found no relevant literature. Using a critical thinking task with different written language conditions, two experiments were conducted to investigate the effects of social influence on critical thinking and language on conformity. In study one participants were engaged in a critical thinking task in two consecutive discussion forums, either FTF-CMC or CMC-FTF, with a journal article that had been altered to be either formal or informal language. The results of this study found that there was no significant main effect between conditions but several significant interactions were found. Study two replicated study one, but with a slightly altered stimulus, to control for possible effects of obedience. The results of study two showed no significant main effects but significant interactions between conditions. The findings of the study show that the order of discussion forum can influence conforming behaviours and have an impact on critical thinking. The implications of the study are discussed

Essentials of Cyberspace Education for Online Students

In the twenty first century, the development and advancement of the Internet Technology has remarkably transformed and redefined various fabric of human life, from individual communication to the way in which businesses conduct themselves.  One of the more significant paradigm shifts has been in the field of education, particularly with the introduction and rapid growth of distance learning.  Online education has afforded students, especially working adults, an opportunity to become involved in the learning process, bridging the gap that once existed between the busy lifestyles of working professionals and their goals of obtaining a University degree.  Although there are many differences between the conventional modules of face-to-face and the online educational formats, both underscore the importance of learner participation and interaction that assist instructors in developing and initiating effective facilitation techniques to promote learning and retention among adult learners. This document outlines certain skills and nuances of online education and the essential skills that one requires for the successful completion of courses and programs.  One of the most important aspects of online learning is communication, wherein online correspondence in the form of emailing, chatting and online discussions are critical when communicating with instructors, colleagues and administrations.  Therefore, unlike other literature on cyberspace learning, this document provides a simple format on the essentials of online learning, chatting and emailing, without inserting too much academic literature, and acts as a manuscript for the “know-hows” of online education for prospective online students.   &nbsp

Full Issue: Journal on Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021

The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellenc