The relationship between student interaction and message readability in asynchronous online discussions

2007 ◽  
Author(s):  
Jim Hewitt ◽  
Vanessa Peters
Keyword(s):  
Student Interaction ◽  
Online Discussions ◽  
Asynchronous Online Discussions ◽  
The Relationship

scholarly journals Exploring the Relationship Between Interaction and the Structure of Questions in Online Discussions Using Learning Analytics

2020 ◽  
Vol 23 (1) ◽  
pp. 46-60
Author(s):  
Ayesha Sadaf ◽  
Larisa Olesova
Keyword(s):  
Learning Analytics ◽  
Positive Relationship ◽  
Student Interaction ◽  
Online Discussions ◽  
Degree Centrality ◽  
Question Prompts ◽  
Significant Difference ◽  
The Relationship

AbstractWhile research has established the importance of questions as a key strategy used to facilitate student interaction in online discussions, there is a need to explore how the structure of questions influence students’ interactions. Using learning analytics, we explored the relationship between student-student interaction and the structure of initial questions with and without the Practical Inquiry Model (PIM). Degree centrality was used as the method to analyse the number of responses each student sent (out-degree centrality) and the number of responses each student received (in-degree centrality). Findings showed that the number of responses each student sent and received was higher in the discussions initiated by the PIM-question prompts. In addition, analysis revealed a positive relationship between students’ interaction and the discussions structured with PIM and non-PIM questions. Finally, there was a significant difference in out-degree centrality but no significant difference in in-degree centrality between discussions structured with the PIM and non-PIM questions. We conclude that initial questions can be structured using PIM as a guiding framework to facilitate student-student interaction in 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.

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.

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