Learners' interaction patterns in asynchronous online discussions: An integration of the social and cognitive interactions

2021 ◽  
Author(s):  
Sannyuya Liu ◽  
Tianhui Hu ◽  
Huanyou Chai ◽  
Zhu Su ◽  
Xian Peng
Keyword(s):  
Online Discussions ◽  
Interaction Patterns ◽  
The Social ◽  
Asynchronous Online Discussions

scholarly journals Impact of using learning analytics in asynchronous online discussions in higher education

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Juan Pedro Cerro Martínez ◽  
Montse Guitert Catasús ◽  
Teresa Romeu Fontanillas
Keyword(s):  
Learning Analytics ◽  
Participatory Design ◽  
Online Discussion ◽  
Learning Processes ◽  
Online Discussions ◽  
Communication Process ◽  
Control Groups ◽  
Implementation Phase ◽  
Design Based Research ◽  
Asynchronous Online Discussions

Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

scholarly journals The Impact of Roles Assignment on the Quality of Online Case-Based Discussion

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Larisa Olesova ◽  
Margaret Slavin
Keyword(s):  
Community Of Inquiry ◽  
Role Playing ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Role Assignment ◽  
Asynchronous Online Discussions ◽  
Research Questions ◽  
The Impact ◽  
Case Based

The role assignment is an increasingly popular approach for facilitating and evaluating asynchronous online discussions (Strijbos & Weinberger, 2010), with aspirations to enhance students' cognitive presence. However, simply assigning roles may not improve knowledge construction, engagement, or interaction necessary to achieve this goal. Cognitive presence is a critical facet of the community of inquiry, rooted in the critical thinking literature, and is operationalized by the practical inquiry model for assessment purposes (Garrison, Anderson, & Archer, 2001).This presentation will share the methods and results of a study investigating changes in the level of cognitive presence while students played roles (starter, wrapper, and skeptic) in asynchronous online case-based discussions. The study was conducted during fall 2013, spring 2014 and summer 2014 in NUTR 295-DL at George Mason University. The research questions for this study were, "What is the impact of role playing on the level of cognitive presence? How is cognitive presence expressed across different roles played by students when they participate in asynchronous online discussion?"

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

scholarly journals CONSENSUAL GAMES IN NETWORK WARS AND THE IMPLANT PHENOMENON

2020 ◽  
Vol 4 (4) ◽  
pp. 393-399
Author(s):  
E.V. Bakshutova
Keyword(s):  
Social Network ◽  
Scientific Literature ◽  
Social Issues ◽  
Online Discussions ◽  
Expert Assessment ◽  
Research Experience ◽  
The Social ◽  
Russian President ◽  
First Time ◽  
Medicine Education

This article summarizes the author's research experience in 2018-2020 on the possibility of script implantation in online discussions of an aggressive nature to prevent their destructive impact on personality and social consent. At this stage, script implantation is conceptualized by us as network peacekeeping to reduce the level of aggression in communications. The work analyzes how peacemaking is presented in scientific literature of various directions - military, philosophical, political science, conflictological, and it is revealed that the psychological aspects of peacekeeping are of increasing interest, since the practice of peacekeeping is fraught with many problems. Moreover, the practice of network peacemaking as work with language and group sociocognitive psychology is offered for the first time. The study was conducted in 2018-2020 in the Russian-speaking sector of the social network Facebook. It is shown that the analysis of 5022 comments in 2018, 2458 - in 2019, 3139 - in 2020 allows identifying such trigger topics of online discussions as “It is good or bad to be Russian”, “President of Russia”, “Ukraine”, “Protests”. Social issues: the problems of pensioners, childhood, medicine, education - are discussed, but with less intensity. Summarizing the experience of search experiments, the author shows in which categories and subcategories such phenomena as collective fears, resentment, aggression, separatism and terrorism are represented. Work on creating script templates for networked peacekeeping is noted. An expert assessment of the selected texts allows us to assert that the management of triggered discussions is possible. The research is financially supported by the Russian Foundation for Humanities, project no. 18-013-00171 А.

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