Why did Nobody Reply to Me? A Keyword Analysis of Initiating Posts and Lone Posts in Massive Open Online Courses (MOOCs) Discussions

It is a common phenomenon that online discussion spaces are overabundant with lone posts; in other words, few posts receive replies from others. Admittedly, circumstantial factors and content affect whether a post receives replies. Yet, linguistic features within a post might also play a role in inviting replies. To investigate this hypothesis, a keyword analysis comparing initiating posts, which receive replies, to lone posts, which do not receive replies, was conducted. The posts were from the discussion in massive open online courses (MOOCs). MOOC discussion is one type of computer-mediated communication (CMC), with an emphasis on learning and is typically monitored by course facilitators. The keyword analysis revealed that initiating posts were often constructed in a question format, with hedges and indefinite pronouns to open up a dialogue and invite others to pitch in, whereas lone posts tended to be reflective and monoglossic in nature, yet with positive sentiments

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

The Locus of Word Frequency Effects in Skilled Spelling-To-Dictation

Master'sMASTER OF SOCIAL SCIENCE

The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions

This thesis reports on an analysis of an 11-million-word corpus of online discussions in a public educational site to understand the dialogic nature of online discourse. Two observations raise concerns that information exchange, socialization and online deliberation might be compromised in online spaces. Firstly, while anyone is free to express themselves online, they may not receive replies from others nor engage in sustained conversations with others. Secondly, afforded by the hyperlinking function, anyone can also easily share sources of information online by posting URLs, contributing to the circulation of (mis)information. This thesis thus explores how internet users can engage in meaningful dialogue with each other in online spaces through particular discourse and URL-posting practices. A corpus linguistic approach comprising keyword analysis and micro-analysis is adopted to investigate how conversations are initiated and unfold within threads. Three keyword analyses are reported: (1) initiating posts, i.e., posts that receive replies; (2) independent posts, i.e., posts that do not receive any replies; and (3) the replies themselves. Based on these keyword analyses and informed by the theoretical concepts of dialogic space and intersubjectivity, linguistic features and discourse practices characterizing the two types of posts and replies are identified and explored. Similarly, URL-posting practices are also investigated to explore their role in online discourse. Findings show that users draw on different discourse practices to invite replies and sustain conversations with others, although there are times users respond to the content on the site instead of addressing others. Importantly, discourse practices that do not entertain others’ voices are found to deter others from responding or hinder their conversations, especially in the case of disagreement. In fact, disagreement provides an opportunity for users to explore different voices and achieve mutual understanding when discourse practices facilitative of intersubjectivity are utilized. Finally, although most users are positive towards URL-posting, the posting of URLs is seen to either facilitate or hamper their conversations, depending on users’ posting and discourse practices. Overall, this thesis highlights the role of various discourse practices in creating a dialogic space. A dialogic space allows multiple voices to be entertained in processes of intersubjectivity, such that users can engage with each other’s subjectivities, whether they agree or disagree. Together, these findings highlight users’ agency as enacted through language in online spaces and show that the discursive construction of online dialogic space should be one aspect of digital literacies of which internet users be made aware

Navigating conflict between research ethics and online platform terms and conditions: a reflective account

Internet users’ comments in online spaces have attracted researchers’ attention in recent years. Although this data is typically publicly available, its use requires careful consideration so as to not cause harm to the users, while complying with the terms and conditions (Ts & Cs) of the online spaces. However, the Ts & Cs and researchers’ ethical considerations may sometimes be in conflict. I faced such a conflict when I conducted discourse analysis of online discussions that were sourced from a public online learning platform owned by a private company. In this article, I reflect on how I navigated the Ts & Cs and copyright law, taking users’ likely expectations into consideration when deciding whether to seek informed consent and anonymize content. I employed an ‘attribution with anonymization’ method to acknowledge users for their comments while safeguarding their confidentiality. Given the variety of online spaces and research methods, ethical decision-making must be a contextualized process that requires researchers to consider the nature of the online platform and the potential experience of the users, rather than simply following guidelines or Ts & Cs

OpenTEL: lessons from a pandemic for the future of distance education

The move to introduce technology enhanced learning (TEL) is a trend that has been observed for decades. Following the disruption arising from Covid-19 pandemic, there has been a move to remote teaching in universities across the world. This move has put the transformation or digital revolution in the limelight in the media. TEL is of strategic importance to the conduct of teaching, learning and research in education internationally. TEL, when combined with the growing benefits of open approaches to education, leads to a potentially transformational means of learning. In this paper the authors introduce some examples of research projects from the Open University’s OpenTEL research grouping. These examples highlight some of the work conducted relating to supporting students, universities, and communities using TEL during the pandemic. OpenTEL research has identified that Covid-19 has exposed the need for better institutional support for students who are facing stress and disruption in their studies; collaboration among higher educational institutions to share knowledge; better engagement in the online pivot ; and understanding of the possibilities (and limitations) for online tools to maintain existing research communities

Autophagy and bacterial infectious diseases

Autophagy is a housekeeping process that maintains cellular homeostasis through recycling of nutrients and degradation of damaged or aged cytoplasmic constituents. Over the past several years, accumulating evidence has suggested that autophagy can function as an intracellular innate defense pathway in response to infection with a variety of bacteria and viruses. Autophagy plays a role as a specialized immunologic effector and regulates innate immunity to exert antimicrobial defense mechanisms. Numerous bacterial pathogens have developed the ability to invade host cells or to subvert host autophagy to establish a persistent infection. In this review, we have summarized the recent advances in our understanding of the interaction between antibacterial autophagy (xenophagy) and different bacterial pathogens

Inflammatory dendritic cells—not basophils—are necessary and sufficient for induction of Th2 immunity to inhaled house dust mite allergen

It is unclear how Th2 immunity is induced in response to allergens like house dust mite (HDM). Here, we show that HDM inhalation leads to the TLR4/MyD88-dependent recruitment of IL-4 competent basophils and eosinophils, and of inflammatory DCs to the draining mediastinal nodes. Depletion of basophils only partially reduced Th2 immunity, and depletion of eosinophils had no effect on the Th2 response. Basophils did not take up inhaled antigen, present it to T cells, or express antigen presentation machinery, whereas a population of FceRI+ DCs readily did. Inflammatory DCs were necessary and sufficient for induction of Th2 immunity and features of asthma, whereas basophils were not required. We favor a model whereby DCs initiate and basophils amplify Th2 immunity to HDM allergen

The diversity of myeloid immune cells shaping wound repair and fibrosis in the lung

In healthy circumstances the immune system coordinates tissue repair responses in a tight balance that entails efficient inflammation for removal of potential threats, proper wound closure, and regeneration to regain tissue function. Pathological conditions, continuous exposure to noxious agents, and even ageing can dysregulate immune responses after injury. This dysregulation can lead to a chronic repair mechanism known as fibrosis. Alterations in wound healing can occur in many organs, but our focus lies with the lung as it requires highly regulated immune and repair responses with its continuous exposure to airborne threats. Dysregulated repair responses can lead to pulmonary fibrosis but the exact reason for its development is often not known. Here, we review the diversity of innate immune cells of myeloid origin that are involved in tissue repair and we illustrate how these cell types can contribute to the development of pulmonary fibrosis. Moreover, we briefly discuss the effect of age on innate immune responses and therefore on wound healing and we conclude with the implications of current knowledge on the avenues for future research