Short Answer Type Discussion Forum Analysis and Assessment

Author(s):  
Pankaj Choudhary ◽  
R. Shriram
2019 ◽  
Vol 2 ◽  
pp. 205920431881224
Author(s):  
Niels Chr. Hansen ◽  
David Huron

While musicologists have long noted that triplet rhythms evoke sensations of rotation in listeners, no theory has been proposed to account for this apparent association. To investigate this phenomenon, 33 excerpts of “spinning, rotating, twirling, or swirling” music were crowd-sourced from an online discussion forum. Analysis revealed a prominence of fast, repeated, isochronous patterns using stepwise pitch movement, with significantly more compound meters than generally found in Western music. Inspired by ecological acoustics, an Ecological Theory of Rotating Sounds (ETRoS) is proposed to explain these associations. The theory maps patterns of loudness fluctuations to trajectories of rotating sound sources. Two experiments tested the theory. In Experiment A, listeners rated how much binary, ternary, quaternary, and quinary figures (of 2–5 notes) evoked sensations of rotation. Experiment B used a two-alternative forced-choice paradigm pitting ecological quaternary stimuli (strong-medium-weak-medium) against unecological stimuli with permuted stress values more typical of Western music (strong-weak-medium-weak). Results indicate that perceived rotation increases with tempo and is poorly evoked by binary rhythms. Loudness patterns consistent with rotating trajectories were perceived as more rotating than unecological patterns—but only when pitch was also moving. Altogether, moderate support is provided for an acoustic-ecological account of rotating sounds.


NIR news ◽  
2010 ◽  
Vol 21 (5) ◽  
pp. 16-17 ◽  
Author(s):  
Donald Dahm ◽  
Christian Hansen ◽  
Dave Hopkins ◽  
Karl Norris

Author(s):  
Haidar Moukdad

Sample contributions by Arab contributors to a discussion forum were analyzed to study the role of the Web in promoting free speech and demystifying long held views of Arab public opinion. The findings of the study highlight the importance of the role played by the Web in promoting free speech among traditionally repressed populations, and provide insights that will help in correcting misconceptions about Arab public opinion.Un échantillonnage d’interventions par des participants arabes à un forum de discussion a été analysé afin d’étudier le rôle du Web dans le développement de la liberté de parole et la démystification des préjugés concernant l’opinion publique arabe. Les résultats de l’étude mettent en lumière l’importance du rôle joué par le Web dans le développement de la liberté de parole parmi les populations traditionnellement réprimées et offrent des idées qui aideront à corriger les idées préconçues concernant l’opinion publique arabe. 


Author(s):  
Bing Wu

AbstractAlthough some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.


2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.


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