Towards automatic cross-language classification of cognitive presence in online discussions

2020 ◽  
Author(s):  
Gian Barbosa ◽  
Raissa Camelo ◽  
Anderson Pinheiro Cavalcanti ◽  
Péricles Miranda ◽  
Rafael Ferreira Mello ◽  
...  
Keyword(s):  
Online Discussions ◽  
Cognitive Presence ◽  
Cross Language ◽  
Language Classification

Values in Action Inventory of Strengths (VIA-IS): Translation and Validation in Urdu Language

2020 ◽  
Vol 35 (1) ◽  
pp. 163-189
Author(s):  
Afifa Anjum ◽  
Naumana Amjad
Keyword(s):  
Factor Structure ◽  
Convergent Validity ◽  
Character Strengths ◽  
Future Studies ◽  
Structure Factors ◽  
Adult Participants ◽  
Positive Correlations ◽  
Cross Language ◽  
Translation And Validation

Values in Action is a classification of 24 character strengths grouped under six virtue categories. This classification is claimed to be universal across cultures and religions (Peterson & Seligman, 2004) and its measure that is, Values in Action Inventory of Strengths (VIA-IS) has been translated and validated in many languages. The present study aimed at its Urdu translation and validation on Pakistani adults taken from different educational institutes and workplaces. Study comprised two parts. Part I dealt with the translation and cross-language validation while in Part II, Construct validation on a sample of 542 adults and convergent validity on a sample of 210 adult participants were determined. Findings revealed satisfactory alpha coefficients for Urdu version. Significant positive correlations with positive affect and life satisfaction and negative correlations with negative affect were indicators of its convergent validity. Age was negatively associated with five strengths whereas significant gender differences were found on seven strengths. Social desirability effects were nonsignificant. Strength-to-virtue level factor structure exploration resulted in a theoretically meaningful four factor structure. Factors were named as Interpersonal, Cognitive, Vitality, and Transcendence and were comparable to factor structures proposed in studies on VIA-IS from a few other cultures. The study offers a valid Urdu translation for use in future studies with adult Urdu speaking population.

scholarly journals Automated Analysis of Cognitive Presence in Online Discussions Written in Portuguese

2018 ◽  
pp. 245-261 ◽  
Author(s):  
Valter Neto ◽  
Vitor Rolim ◽  
Rafael Ferreira ◽  
Vitomir Kovanović ◽  
Dragan Gašević ◽  
...  
Keyword(s):  
Automated Analysis ◽  
Online Discussions ◽  
Cognitive Presence

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 CROSS-LANGUAGE TEXT CLASSIFICATION WITH CONVOLUTIONAL NEURAL NETWORKS FROM SCRATCH

2017 ◽  
Vol 2 ◽  
pp. 24-33 ◽  
Author(s):  
Musbah Zaid Enweiji ◽  
Taras Lehinevych ◽  
Аndrey Glybovets
Keyword(s):  
Neural Networks ◽  
Convolutional Neural Networks ◽  
Current Method ◽  
Classification Model ◽  
The Novel ◽  
Novel Approach ◽  
Multilingual Learning ◽  
Cross Language ◽  
Language Text ◽  
Language Classification

Cross language classification is an important task in multilingual learning, where documents in different languages often share the same set of categories. The main goal is to reduce the labeling cost of training classification model for each individual language. The novel approach by using Convolutional Neural Networks for multilingual language classification is proposed in this article. It learns representation of knowledge gained from languages. Moreover, current method works for new individual language, which was not used in training. The results of empirical study on large dataset of 21 languages demonstrate robustness and competitiveness of the presented approach.

Reducing the size of training datasets in the classification of online discussions

2021 ◽  
Author(s):  
Vitor Rolim ◽  
Rafael Ferreira Mello ◽  
Andre Nascimento ◽  
Rafael Dueire Lins ◽  
Dragan Gasevic
Keyword(s):  
Online Discussions

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

Shedding more light on language classification using basic vocabularies and phylogenetic methods

Diachronica ◽  
2013 ◽  
Vol 30 (3) ◽  
pp. 323-352 ◽  
Author(s):  
Kaj Syrjänen ◽  
Terhi Honkola ◽  
Kalle Korhonen ◽  
Jyri Lehtinen ◽  
Outi Vesakoski ◽  
...  
Keyword(s):  
Bayesian Phylogenetics ◽  
Phylogenetic Methods ◽  
The Family ◽  
Basic Vocabulary ◽  
Firm Evidence ◽  
Language Classification

Encouraged by ongoing discussion of the classification of the Uralic languages, we investigate the family quantitatively using Bayesian phylogenetics and basic vocabulary from seventeen languages. To estimate the heterogeneity within this family and the robustness of its subgroupings, we analyse ten divergent sets of basic vocabulary, including basic vocabulary lists from the literature, lists that exclude borrowing-susceptible meanings, lists with varying degrees of borrowing-susceptible meanings and a list combining all of the examined items. The results show that the Uralic phylogeny has a fairly robust shape from the perspective of basic vocabulary, and is not dramatically altered by borrowing-susceptible meanings. The results differ to some extent from the ‘standard paradigm’ classification of these languages, such as the lack of firm evidence for Finno-Permian.

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