Online discussion design on adult students' learning perceptions and patterns of online interactions

2009 ◽  
Author(s):  
Fengfeng Ke ◽  
Kui Xie
Keyword(s):  
Adult Students ◽  
Online Discussion ◽  
Online Interactions ◽  
Learning Perceptions

Task-Orientation Online Discussion

2011 ◽  
pp. 154-166 ◽  
Author(s):  
Byron Harvard ◽  
Jianxia Du ◽  
Anthony Olinzock
Keyword(s):  
Deep Learning ◽  
Adaptive Learning ◽  
Cognitive Abilities ◽  
Online Discussion ◽  
Task Orientation ◽  
Multimedia Design ◽  
Effective Interactions ◽  
Online Interactions ◽  
Dynamic Task ◽  
Task Oriented

A dynamic task-oriented online discussion model for deep learning in distance education is described and illustrated in this paper. Information, methods, and cognition, three general learning processes provide the foundation on which the model is based. Three types of online discussion are prescribed; flexible peer, structured topic, and collaborative task discussion. The discussion types are paired with tasks encouraging students to build on their adoptive learning, promoting adaptive learning and challenging their cognitive abilities resulting in deep learning. The online discussion model was applied during two semesters of an online multimedia design for instruction graduate level course. The strategies for creating dynamic discussion serve to facilitate online interactions among diverse learners and assist in the design of assignments for effective interactions. The model proposed and the strategies for dynamic task-oriented discussion provide an online learning environment in which students learn beyond the course goal.

Membership categorization analysis of racism in an online discussion among neighbors

2020 ◽  
pp. 1-22
Author(s):  
Natasha Shrikant
Keyword(s):  
Language Use ◽  
Online Discussion ◽  
Reported Speech ◽  
Racially Diverse ◽  
Membership Categorization Analysis ◽  
Online Interactions ◽  
Discursive Strategies ◽  
Membership Categorization ◽  
Diverse Groups ◽  
Insight Into

Abstract This article addresses relationships between micro and macro aspects of language use through analyzing online interactions among neighbors discussing racism in their neighborhood. Membership categorization analysis supplemented with critical theory highlights how the ways neighbors name, characterize, and position categories orients to their rhetorical and identity goals (to construct reasonable stances, to seem not racist), which in turn motivates alignment with critical, folk, or colorblind ideologies of racism. Thus, ideologies do not determine interactional choices participants make, but rather are constituted by those choices. Findings also illustrate how discursive strategies such as reported speech, absurdity, three-part lists, and metadiscourse support ways that neighbors organize categories and achieve their aims. Additional contributions to this study include demonstrating the utility of membership categorization analysis for analyzing discourses of racism and providing practical insight into how racially diverse groups can have productive conversations about racism. (Racism, ideology, membership categorization analysis)*

Methodological Considerations for Quantitative Content Analysis of Online Interactions

2011 ◽  
pp. 611-630 ◽  
Author(s):  
Seng-Chee Tan ◽  
Hyo-Jeong So ◽  
Ching-Sing Chai
Keyword(s):  
Content Analysis ◽  
Knowledge Construction ◽  
Online Discussion ◽  
Quantitative Content Analysis ◽  
Unit Of Analysis ◽  
Online Interactions ◽  
Coding Schemes ◽  
Quantitative Content ◽  
The Rich ◽  
Methodological Considerations

This chapter focuses on quantitative content analysis of online interactions, in particular, asynchronous online discussion. It clarifies the definitions of quantitative content analysis and provides a summary of 23 existing coding schemes, broadly categorized by the theoretical constructs under investigation: (1) (Meta) cognition, (2) knowledge construction, and (3) presence. To help interested researchers harvest the rich source of data in online communities, guidelines for using quantitative content analysis of online interactions were provided. In addition, important methodological considerations and issues were discussed, including the issues of validity, reliability, choice of unit of analysis, and latent versus manifested content.

Task-Oriented Online Discussion

2008 ◽  
pp. 1153-1162
Author(s):  
Byron Havard ◽  
Jianxia Du ◽  
Anthony Olinzock
Keyword(s):  
Deep Learning ◽  
Adaptive Learning ◽  
Cognitive Abilities ◽  
Online Discussion ◽  
Learning Processes ◽  
Multimedia Design ◽  
Effective Interactions ◽  
Online Interactions ◽  
Dynamic Task ◽  
Task Oriented

A dynamic task-oriented online discussion model for deep learning in distance education is described and illustrated in this chapter. Information, methods, and cognition, three general learning processes, provide the foundation on which the model is based. Three types of online discussion are prescribed: flexible peer, structured topic, and collaborative task. The discussion types are paired with tasks encouraging students to build on their adoptive learning, promoting adaptive learning and challenging their cognitive abilities, resulting in deep learning. The online discussion model was applied during two semesters of an online multimedia design for instruction graduatelevel course. The strategies for creating dynamic discussion serve to facilitate online interactions among diverse learners and assist in the design of assignments for effective interactions. The model proposed and the strategies for dynamic task-oriented discussion provide an online learning environment in which students learn beyond the course goal.

#JeSuisCirconflexe: The French spelling reform of 1990 and 2016 reactions

2019 ◽  
Vol 29 (03) ◽  
pp. 305-321
Author(s):  
Emma Humphries
Keyword(s):  
Online Discussion ◽  
Online Interactions ◽  
Linguistic Intervention ◽  
Linguistic Purism ◽  
Key Terms ◽  
Insight Into

ABSTRACTIn February 2016 the French spelling reform of 1990, which introduced changes to approximately 2,000 words, became the object of discussion online, after it was announced that the new spellings would be included in textbooks from September. Analysing a corpus of tweets, containing key terms from the online discussion, JeSuisCirconflexe; ognon and réforme orthographe, this study gives an insight into the reactions to this governmental linguistic intervention, the recurring themes in their discourse and how this can be interpreted as prescriptive or purist behaviour. Although previous studies have extensively analysed reactions to the 1996 spelling reform in Germany, little research has considered online lay-reactions to the French reform. Given observations that online interactions differ in many ways to equivalent offline interactions, this study can form a point of contrast to previous studies conducted in offline contexts, thereby enriching the existing literature in this field. It is also often claimed that France is a country in which linguistic purism is deeply entrenched; this article will seek further evidence for these claims.

scholarly journals ESL INSTRUCTORS AND LEARNERS’ VIEWS ON THE USE OF DROPBOX AS A SHARING TOOL IN WRITING LESSONS

2016 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Misrah Mohamed ◽  
Aireen Aina Bahari
Keyword(s):  
Qualitative Data ◽  
Online Discussion ◽  
Collaborative Writing ◽  
Analysis Software ◽  
Future Studies ◽  
English Writing ◽  
Online Interactions ◽  
Writing Competency ◽  
Qualitative Data Analysis Software ◽  
Esl Learners

Many researchers have been investigating ways to improve learners’ writing competency through various strategies. However, there are very few, if any, that look into ESL learners’ participation in an online discussion using Dropbox during writing lessons. How learners and instructors perceive the use of Dropbox for writing activities has also not been well informed. Therefore, this article aims to present a study that investigated the online interactions among 54 learners and two instructors from a local university in Malaysia who used Dropbox as a complementary tool in their English writing lessons. The study was a qualitative research which involved interviews and focus groups. The data collected was analysed using a qualitative data analysis software, Atlas.ti version 7. The findings revealed that instructors and learners had positive views towards the use of Dropbox in a writing lesson. It was also found that instructors and learners agreed Dropbox was an effective sharing tool for collaborative writing. The findings, however, pointed to the need for future studies on various ways Dropbox can be used to keep learners’ motivation high. Keywords: Dropbox, ESL learners, online interactions, sharing tools, writing skillsCite as: Mohamed, M. & Bahari, A.A. (2016). ESL instructors and learners’ views on the use of Dropbox as a sharing tool in writing lessons. Journal of Nusantara Studies, 1(2), 1-10.

Conversation Analysis as a Tool to Understand Online Social Encounters

2011 ◽  
pp. 248-266 ◽  
Author(s):  
Aik-Ling Tan ◽  
Seng-Chee Tan
Keyword(s):  
Conversation Analysis ◽  
Social Order ◽  
Online Community ◽  
Online Discussion ◽  
Virtual Community ◽  
Online Discussions ◽  
Analysis Tool ◽  
Online Interactions ◽  
Social Encounters ◽  
Intended Learning Outcomes

This chapter focuses on the application of Conversation Analysis (CA) as a tool to understand online social encounters. Complementing current analytic methods like content analysis and social network analysis, analytic tools like Discussion Analysis Tool (DAT) (Jeong, 2003) and Transcript Analysis Tool (TAT) (Fahy, Crawford, & Ally, 2001) have been developed to study both the content of online discussions as well as the interactions that take place among the participants. While these new tools have devoted certain attention to the development of social interactions, insights into how online participants form alliances among themselves and mechanisms for repairing a conversation when it breaks down remains lacking. Knowledge of online social order (or the lack of), both its genesis as well as maintenance, is essential as it affects the processes and intended learning outcomes in an online community. We argue that using CA, while not popularly applied for the analysis of online discussions, gives the much needed focus on the minute details of online interactions that are important to understanding social orderliness of conversations in a virtual community. In this chapter, we illustrate how CA can be applied in analysis of online discussion by applying Freebody’s (2003) six analytic passes and suggest that CA may be used as an alternative analytic tool in a virtual environment where conversations are generally asynchronous. These six analytic passes are: (1) turn taking, (2) building exchanges, (3) parties, alliances and talk, (4) trouble and repair, (5) preferences and accountability, and (6) institutional categories and the question of identity.

scholarly journals FÓRUM DE DISCUSSÃO ONLINE: experiências e formação continuada em matemática

2017 ◽  
Vol 24 (1) ◽  
pp. 101
Author(s):  
Gisele Pereira De Oliveira Xavier ◽  
Marcelo Almeida Bairral
Keyword(s):  
Online Discussion ◽  
Discussion Forums ◽  
Teaching Experiences ◽  
First Semester ◽  
Online Interactions ◽  
Professional Experiences ◽  
Online Discussion Forums ◽  
Online Experience ◽  
Discursive Field ◽  
State Schools

 O objetivo deste artigo é elucidar reflexões de experiências docentes que podem ser encontradas em interações argumentativas em fóruns de discussão online. Os dados foram coletados em um fórum para formação continuada em Matemática de professores da rede estadual que atuavam na EJA no 1º semestre de 2014. A análise evidencia o potencial argumentativo que as interações estabelecidas na reflexão online podem trazer para a aprendizagem dos envolvidos. Particularmente, reflexões de cunho argumentativo têm se mostrado um campo discursivo fértil para socialização e aprimoramento de práticas e experiências profissionais. Reconhecer singularidades discursivas nas interações é importante, inclusive, na construção de estratégias para manter a cumplicidade do coletivo profissional. Palavras-chave: Fórum de discussão. Formação continuada. Matemática. Interações online.DISCUSSION FORUM ONLINE: experience and continued training in mathematics.Abstract: The aim of this paper is to elucidate reflections of teaching experiences that can be found in argumentative interactions in online discussion forums. Data were collected on a forum for in service mathematics teachers who worked with youth and adult education in the first semester of 2014 in state schools. The analysis highlights the potential of argumentative interactions established in the online reflection and it importance for the learning of the participants. Particularly argumentative reflections have shown a fertile discursive field for socialization and improvement of practices and professional experiences. To recognize discursive singularities in online interactions is important, even in the construction of strategies to keep the complicity of the professional collective.Keywords: Discussion forum. In service teacher education. Mathematics. Online interactions. FORO DE DISCUSIÓN EN LÍNEA: experiencias y formación contínua en matemáticas. Resumen: El objetivo de este trabajo es presentar reflexiones de experiencias de enseñanza que se pueden encontrar en las interacciones argumentativos en los foros de discusión en línea. Los datos se recogieron en un foro para la formación continua de profesores de matemáticas que actuaron en la educación de jóvenes y adultos en el primero semestre de 2014 en escuelas estatales. El análisis pone de relieve el potencial que las interacciones argumentativas establecidas en la reflexión en línea pueden traer al aprendizaje de los involucrados. En particular, la naturaleza argumentativa de las reflexiones ha demostrado ser un campo discursivo fértil para la socialización y la mejoría de las prácticas y experiencias profesionales. Reconocer singularidades en las interacciones discursivas es importante, incluso para la construcción de estrategias para mantener la complicidad del colectivo profesional.Palabras clave: Foro de discusión. Educación continua. Matemática. Interacciones en línea. 

Developing Evidence-Based Criteria for the Design and Use of Online Forums in Higher Education in Hong Kong

2011 ◽  
pp. 161-185 ◽  
Author(s):  
Carmel McNaught ◽  
Kin Fai Cheng ◽  
Paul Lam
Keyword(s):  
Online Discussion ◽  
Ease Of Use ◽  
Evidence Based ◽  
Online Forums ◽  
Key Factors ◽  
Online Interactions ◽  
Evaluation Feedback ◽  
Education In Hong Kong

This paper describes the evaluation of 13 educational online forums. The forums were classified into structured or free, and teacher-centred or student-centred forums according to the learning designs used to prepare the tasks and the style of online interactions. The study provides empirical data across multiple online forum experiences to better inform the pedagogy of using online forums. Findings are that structured forums generally have a higher quantity and quality of postings than free forums, and that student-centred ones also tend to be more effective than teacher-centred ones in encouraging quality online discussion. Further, through analyzing the evaluation feedback from students and teachers in these cases, the study has identified three key factors that tend to affect forum success – ease of use, clear facilitation and motivation to engage. The centrality of the role of the teacher was confirmed.

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