scholarly journals Topic Sentiment Analysis in Online Learning Community from College Students

2020 ◽  
Vol 5 (2) ◽  
pp. 33-61
Author(s):  
Kai Wang ◽  
Yu Zhang
Keyword(s):  
Online Learning ◽  
Sentiment Analysis ◽  
Learning Community ◽  
Teaching Practice ◽  
Topic Detection ◽  
Online Learning Community ◽  
Hybrid Matrix ◽  
Content Recommendation ◽  
Topic Sentiment

AbstractPurposeOpinion mining and sentiment analysis in Online Learning Community can truly reflect the students’ learning situation, which provides the necessary theoretical basis for following revision of teaching plans. To improve the accuracy of topic-sentiment analysis, a novel model for topic sentiment analysis is proposed that outperforms other state-of-art models.Methodology/approachWe aim at highlighting the identification and visualization of topic sentiment based on learning topic mining and sentiment clustering at various granularity-levels. The proposed method comprised data preprocessing, topic detection, sentiment analysis, and visualization.FindingsThe proposed model can effectively perceive students’ sentiment tendencies on different topics, which provides powerful practical reference for improving the quality of information services in teaching practice.Research limitationsThe model obtains the topic-terminology hybrid matrix and the document-topic hybrid matrix by selecting the real user’s comment information on the basis of LDA topic detection approach, without considering the intensity of students’ sentiments and their evolutionary trends.Practical implicationsThe implication and association rules to visualize the negative sentiment in comments or reviews enable teachers and administrators to access a certain plaint, which can be utilized as a reference for enhancing the accuracy of learning content recommendation, and evaluating the quality of their services.Originality/valueThe topic-sentiment analysis model can clarify the hierarchical dependencies between different topics, which lay the foundation for improving the accuracy of teaching content recommendation and optimizing the knowledge coherence of related courses.

scholarly journals Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Edward Price ◽  
Alexandra C. Lau ◽  
Fred Goldberg ◽  
Chandra Turpen ◽  
P. Sean Smith ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Teaching Practice ◽  
Online Learning Community ◽  
Educational Innovations ◽  
Support Mechanism ◽  
Geographically Dispersed ◽  
Pedagogical Techniques ◽  
Ongoing Support ◽  
The Impact

Abstract Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investigates the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. A FOLC uses video conference technology and online platforms to connect geographically dispersed faculty with similar backgrounds (e.g., physics faculty) and supports their teaching development. In the context of a specific FOLC, this article seeks to determine the outcomes the FOLC achieves, and how. Results Analysis of a FOLC meeting identified opportunities for rich, complex social interaction centered on the research-based curriculum. By functioning as a sounding board for ideas, a space to share experiences, a source of affective support, and a venue for troubleshooting, the FOLC mediates the achievement of a range of outcomes related to implementation of the curriculum. Survey results indicate that members feel a sense of community in the FOLC and that it provides encouragement through teaching challenges. Further results indicate participants’ increased confidence in using the curriculum; familiarity with the curriculum structure and content; increased knowledge of pedagogical techniques; reflection on teaching practices in the curriculum; and use of pedagogical techniques aligned with the curriculum’s core principles. Emerging evidence supports more distal outcomes, including student learning, persistence in using the curriculum, reflection in teaching practice across courses taught, and use of research-based pedagogy in other courses. Conclusions The propagation paradigm emphasizes the need for ongoing support for adopters of RBISs. The FOLC model provides participating faculty with ongoing support through participation in a community and is an effective support mechanism for adopters of a research-based curriculum. In this study, FOLC members are increasing their knowledge and use of pedagogical techniques in the curriculum-specific course and beyond. This is facilitated by the opportunities in the FOLC for troubleshooting, idea sharing, and receiving encouragement through challenges. This model has the potential to support adopters of additional educational innovations.

A User Driven Learning Environment in Botany

2011 ◽  
pp. 255-275
Author(s):  
J. M. Garg ◽  
Dinesh Valke ◽  
Max Overton
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Special Interest ◽  
Lived Experiences ◽  
Online Community ◽  
Information Resources ◽  
Online Learning Community ◽  
Conversational Learning ◽  
Group Members

This chapter introduces the reader to a sample ‘User driven learning environment’ created in an online community with a special interest centred on trees and plants. It traces the development of an online learning community through the lived experiences and thoughts of its founding members and also includes conversational learning experiences of other users to illustrate the process of ‘user driven learning’ in online communities. It illustrates innovative sense making methodologies utilized by group members to create a more meaningful ‘User driven learning environment’ while simultaneously contributing in a positive way to create information resources at no cost along with creating awareness & scientific temper among members.

A Code of Ethical Conduct for Global Learning

2011 ◽  
pp. 22-38
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Learning Community ◽  
Social Values ◽  
Ethical Conduct ◽  
Global Learning ◽  
Online Learning Community ◽  
National Boundaries

Cyberspace is host to conflicting views of cyberethics. National boundaries and traditional social values are distorted by the influence of globalized values that are linked to technology. The inevitable change prompted by technology calls for a code of ethical conduct for the global online learning community where all stakeholders ultimately share the responsibility for student success.

Synchronous virtual tools to develop and evaluate cooperative learning in an online learning community

2018 ◽  
Vol 28 (2) ◽  
pp. 115
Author(s):  
Prudencia Gutiérrez Esteban ◽  
Rocío Yuste Tosina ◽  
Gemma Delicado Puerto ◽  
Juan Arias Masa ◽  
Rafael Martín Espada
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Learning Community ◽  
Online Learning Community ◽  
Virtual Tools

Designing Online Learning Communities to Encourage Cooperation

2011 ◽  
pp. 102-121 ◽  
Author(s):  
Miranda Mowbray
Keyword(s):  
Social Psychology ◽  
Online Learning ◽  
Social Structure ◽  
Learning Communities ◽  
Antisocial Behavior ◽  
Learning Community ◽  
The Other ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Technical Architecture

This chapter is concerned with how to design an online learning community in such a way as to encourage cooperation, and to discourage uncooperative or antisocial behavior. Rather than restricting design to visual and interface issues, I take a wide view, touching on aspects of the governance, social structure, moderation practices, and technical architecture of online learning communities. The first half of the chapter discusses why people behave antisocially in online learning communities, and ways to discourage this through design. The second half discusses why on the other hand people behave cooperatively in online learning communities, and ways to encourage this through user-centered design, applying some results of experiments in social psychology. The chapter is intended to be of practical use to designers of online learning communities.

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