scholarly journals Online forum users’ views and experiences of managing irritable bowel syndrome: a qualitative analysis of discussion content

BJGP Open ◽  
2020 ◽  
Vol 4 (5) ◽  
pp. bjgpopen20X101084
Author(s):  
Emma Teasdale ◽  
Hannah Clarke ◽  
Nick Chen ◽  
Hazel Everitt
Keyword(s):  
Irritable Bowel Syndrome ◽  
Emotional Support ◽  
Online Discussion ◽  
Lifestyle Changes ◽  
Discussion Forums ◽  
Online Forum ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Discussion Threads ◽  
Irritable Bowel

BackgroundIrritable bowel syndrome (IBS) is common and often negatively affects quality of life. Patients frequently perceive medical interventions as inadequate and seek support from other sources, including online discussion forums.AimTo explore online discussion forum topics posted by people with IBS.Design & settingA qualitative study exploring three UK-based online discussion forums.MethodA scoping review identified UK-based discussion forums with high activity and frequent use, which did not require a password/registration to view posts (two IBS-specific and one general health forum). Internal search functions were used to identify and export relevant discussion threads relating to managing IBS. Inductive thematic analysis of exported discussions was undertaken.ResultsAnalysis identified two main overarching themes from 122 relevant discussion threads: 1) sharing information and practical advice about lifestyle changes; and 2) receiving emotional support. The most prevalent topics were lifestyle changes, including diet, using oral preparations (for example, supplements or probiotics), and physical activity. Dietary changes were usually considered positive, and most hopeful for potentially alleviating symptoms. Emotional support was also regularly offered with expressions of empathy, kindness, and gratitude, and a sense of users feeling less alone. Some discussions raised concern around potentially inappropriate symptomatic reassurance, and negative or conflicting advice.ConclusionOnline forums seem, generally, to be a positive experience for those posting, but include potential risks of misinformation. Most posts focus on symptomatic relief through lifestyle change and/or emotional support. Clinicians could gain a better understanding of patients’ ideas, concerns, and expectations of IBS diagnosis and management by asking about patient-acquired online forum information.

scholarly journals An analysis of an assessment model for participation in online forums

2011 ◽  
Vol 8 (1) ◽  
pp. 121-140 ◽  
Author(s):  
Wee Chin ◽  
A. Abrizah
Keyword(s):  
Performance Indicator ◽  
Online Discussion ◽  
Assessment Model ◽  
Discussion Forums ◽  
Online Forums ◽  
Online Forum ◽  
Software Support ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Highly Correlated

Existing online forum software support limited assessment features. This paper presents an analysis of an assessment model which has been implemented in online discussion forum software. The assessment model is aimed to automate the assessment of students' participation in online discussion forums. The model is formulated based on four different participation indicators and educators' feedback. The model was tested by a group of students who used the online forum to complete a project. Pearson product-moment correlations were calculated using the scores (performance indicator scores) generated by the model and the actual scores given by five educators. The performance indicator scores generated using the assessment formula was highly correlated with the actual grades assigned by the educators. The results suggest that the assessment model is reliable and can be used to evaluate students' participation in online discussion forums.

scholarly journals Understanding Issues Affecting Students’ Commitment to Online Discussion Forums in Undergraduate Courses

2021 ◽  
Vol 15 (01) ◽  
pp. 4
Author(s):  
Semiyu Adejare Aderibigbe ◽  
Jacqueline Maria Dias ◽  
Mini Sara Abraham
Keyword(s):  
Teaching And Learning ◽  
Online Discussion ◽  
Discussion Forum ◽  
Faculty Support ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Learning Platform ◽  
Online Discussion Forum ◽  
New Learning ◽  
Research Questions

<p class="0abstract">This study explored students’ commitment and factors impacting their commitment to the online discussion forums that complement teaching and learning in two undergraduate courses. Using a combination of quantitative and qualitative strategies, we collected and analyzed data to address our research questions. The findings indicate that students are committed to online discussion forums in this study, which seemed to be impacted by students’ technological skills and exciting topics. Even so, a few students were not as committed as they would have liked because the platform was new, and they needed time to adapt to the learning platform. That said, our findings reveal that students’ commitment to and engagement in the online discussion forum can be fostered with faculty support, exciting topics, and time to understand the new learning terrain.</p>

Inter-Animation between Utterances in Collaborative Chat Conversations

2013 ◽  
pp. 63-93
Author(s):  
Traian Rebedea ◽  
Stefan Trausan-Matu ◽  
Costin Chiru
Keyword(s):  
Social Networks ◽  
Computer Science ◽  
Instant Messaging ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Forums ◽  
Collaborative Discourse ◽  
Online Discussion Forums ◽  
Discussion Threads ◽  
New Type

With the wide adoption of instant messaging, online discussion forums, blogs and social networks, online communication has shifted from narration to highly collaborative discussions with multiple authors and discussion threads. However, the theories and methodologies for analyzing this new type of discourse which is different from narration, but also from dialogue, have remained mostly the same. The authors propose a new method for the analysis of this type of discourse, designed especially for multi-party chat conversations where parallel discussion floors and threads exist at the same time. The theoretical underpinning of the inter-animation framework is the detection of links between utterances in order to build a conversation graph that may be used to discover the discussion threads. The framework has been used for analyzing chat conversations of students in Computer Science in order to assess the involvement of each student, the inter-animation of the conversation and the degree of collaborative discourse.

PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) PADA RHJFOX SEBAGAI FORUM DISKUSI

CCIT Journal ◽  
2015 ◽  
Vol 8 (3) ◽  
pp. 147-164
Author(s):  
Dewi Immaniar Desrianti ◽  
Lusyani Sunarya ◽  
Dwi Fitri Parmania
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Online Discussion ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Learning Methods ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Information And Communication

The sophistication of information and communication technology (ICT) especially in the field of internet is very supportive and easier to find information by using a web browser as a medium, one of the utilization of information and communication technology (ICT) is an online discussion forum as access to discuss various things. Discussion forums active role as a communication medium that exists with the purpose of giving opinions, motivation, solutions, and information related to the ongoing discussion in the forum. Along with the development of non-formal learning methods, discussion forums are now made by several campuses in Indonesia, which aims to provide solutions to the students to be more active in asking and able to provide accurate answers or opinions thus indirectly the discussion forum turned into a place of learning non- formal distance can be done without face to face (ilearning learning methods). The problem is access to the previous discussion forum where discussions are time limitations in the delivery time, require each member to take the time to meet face to face and also requires that each member be in one (1) point for the purpose of exchanging information. Online discussion forums is an efficient solution is flexible and does not remember much each member has the same time, by making use of information and communication technology (ICT) is one of the colleges make online discussion forums as a forum of discussion among students, faculty and staff at the college incorporated as members so that the members can ask questions and provide solutions, and argue about related questions to give you an idea - an idea that is easy to understand that is packaged specifically for non-learning activities fomal online and without a time bound access. RhjFox is a communication medium in the form of active online discussion forum developed by the university, with a discussion of the division of the categories created to facilitate the members to interact and search for information on the desired topic of discussion in the discussion forum. RhjFox is a contribution to improving the quality of interaction and discussion without the limitations of time and face to face which involves students, faculty and staff members who had previously performed only discussion forum at the time and the same place

scholarly journals Emotions Expressed in Online Discussion Forums are Associated with Information Poverty and Level of Information Need

2019 ◽  
Vol 14 (3) ◽  
pp. 138-140
Author(s):  
Barbara M. Wildemuth
Keyword(s):  
Online Discussion ◽  
Early Stage ◽  
Negative Emotions ◽  
Discussion Forums ◽  
Information Need ◽  
Online Forum ◽  
Online Discussion Forums ◽  
First Time Mothers ◽  
Information Poverty ◽  
First Time

A Review of: Ruthven, I., Buchanan, S., & Jardine, C. (2018). Isolated, overwhelmed, and worried: Young first-time mothers asking for information and support online. Journal of the Association for Information Science & Technology, 69(9), 1073-1083. https://doi.org/10.1002/asi.24037 Abstract Objective – To understand the emotions associated with online forum requests for information from young first-time mothers. Design – Naturalistic study of existing online forum postings. Setting – Two UK-based online discussion forums intended for use by young mothers. Subjects – Two hundred thirty-seven young (aged 14 to 21) first-time mothers, who posted 279 messages in the two forums. Methods – The 279 messages were categorized in terms of 1) the type of emotion expressed, using an inductively developed coding scheme that included interaction emotions, preoccupation emotions, and response emotions; 2) four dimensions of information poverty: secrecy, deception, risk, and situational relevance; and 3) whether the information request expressed a conscious or a formalized information need. In addition to analyzing the frequency with which particular emotions occurred, co-occurrences of emotions with information poverty dimensions and emotions with level of information need were analyzed. Main Results – As expected, most of the forum posts included expressions of emotions. Interaction emotions relate to the mother’s interactions (or lack of them) with other people and were expressed in 75 of the posts; the most frequently expressed interaction emotions were feelings of isolation and being judged. Preoccupation emotions are concerned with states of mental absorption or uncertainty and were expressed in 141 of the posts; the most frequently expressed preoccupation emotions were worry, a feeling of being overwhelmed, and self-doubt. Response emotions include reactions to someone else or a situation and were expressed in 45 of the posts; the most frequently expressed response emotion was anger, frustration, or venting (which were handled as one unit by the authors). Dimensions of information poverty were found in 57 of the 279 posts in the sample. Situational relevance (i.e., the desire for support or information from someone that is in a very similar situation) accounted for over half of the instances of information poverty. The risks associated with young motherhood were expressed in over a quarter of the instances of information poverty. Emotions were more likely to be expressed when the post included evidence of information poverty. When posts of conscious and formalized needs were compared, emotions were more likely to be expressed in posts of conscious needs (i.e., those which had not yet been formalized). Conclusion – Almost all of the 279 posts in the sample included strong emotional content, mostly negative emotions such as worry, isolation, and frustration. These emotions were associated with expressions of information poverty; in particular, feelings of isolation were closely associated with information poverty. In addition, posters at an early stage of problem recognition, expressing a conscious but not yet formalized information need, were more likely to experience these negative emotions. These findings have strong implications for moderators of online forums hoping to provide support to young first-time mothers.

scholarly journals Assessment of Online Discussion Forums for Law Students

2009 ◽  
Vol 6 (2) ◽  
pp. 69-83
Author(s):  
Judith McNamara ◽  
◽  
Kelley Burton ◽  
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Online Discussion ◽  
Discussion Forum ◽  
Law Students ◽  
Discussion Forums ◽  
Work Placement ◽  
Online Discussion Forums ◽  
Online Discussion Forum

This paper goes beyond the existing literature and explores the innovative topic of designing criterionreferenced assessment for online discussion forums. There are several benefits of embedding online discussion forums into subjects including engaging students in collaborative learning, and encouraging deeper analysis, critical thinking and reflection. Using the assessment principles of validity, reliability and transparency, this paper offers a range of practical strategies to tutors who plan to develop criterionreferenced assessment as opposed to norm-referenced assessment for online discussion forums, applies the assessment principles in the context of an undergraduate law subject, and exemplars a rubric for an online discussion forum in a work placement subject.

scholarly journals Creating a Framework for Understanding and Defining Flipped Learning

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Mik Fanguy ◽  
Jamie Costley
Keyword(s):  
Student Performance ◽  
Online Discussion ◽  
Discussion Forums ◽  
Writing Assignments ◽  
Flipped Instruction ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Writing Course ◽  
Definition Of

Although flipped instruction is becoming increasingly common, there is still discussion and debate regarding how to define it and distinguish it from other forms of instruction. This article proposes a framework with which to visualize the constituent parts of blended learning and to define what makes a course “flipped.” The definition of flipped instruction provided by this framework can be summarized as instruction that provides large amounts of information online along with face-to-face (F2F) engagement but provides little information during F2F meetings and has relatively low online interaction. This article also presents the results of an empirical study (n = 54) in which students in a flipped scientific writing course participated in an online discussion forum, and a correlation was found between posting discussion topics and scores on in-class group writing assignments. A further connection was found between scores on these group writing assignments and student performance on individual writing assignments. Based on these results, the study recommends that online discussion forums can be used to better connect the online and F2F components of a flipped course.

Managing Online Discussion Forums for Collaborative Learning

2011 ◽  
pp. 437-443 ◽  
Author(s):  
Wing Lam ◽  
Eu-Jin Kong ◽  
Alton Chua
Keyword(s):  
Collaborative Learning ◽  
Online Education ◽  
Online Discussion ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Face To Face ◽  
Educational Methods ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Promising Area

In recent years, there has been significant growth in online education (Schrum & Hong, 2002; Evans & Haase, 2001). The number of academic journals devoted to online education also suggests that researchers are paying much attention to advancing online educational methods. One promising area of investigation is collaborative learning, which involves students learning as a group (Zhang & Nunamaker, 2003), much of which takes place electronically without face-to-face interaction (Townsend, DeMarie, & Hendrickson, 1998). One popular tool used to support collaborative learning is the online discussion forum (ODF), which allows asynchronous interaction between participants. This paper describes the experiences of using ODFs for collaborative learning at Universitas 21 Global (U21G), a newly established e-university.

scholarly journals Expressions of Grief in Online Discussion Forums—Linguistic Similarities and Differences in Pet and Human Bereavement

2020 ◽  
pp. 003022282091467
Author(s):  
Minna Lyons ◽  
Katie Floyd ◽  
Haley McCray ◽  
Claire Peddie ◽  
Katherine Spurdle ◽  
...  
Keyword(s):  
Social Connectedness ◽  
Online Discussion ◽  
Discussion Forums ◽  
Word Use ◽  
Sibling Loss ◽  
Pet Loss ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Relationship Types ◽  
Linguistic Inquiry

We compared online discussion forum posts related to pet loss to those related to human bereavement. Posts ( N =  401) were analyzed using the Linguistic Inquiry and Word Count software for frequencies of word use relevant to bereavement. Words related to anger, sadness, and negative emotions were used at similar frequencies for all grief. Sibling loss was associated with using first person pronouns at higher frequencies, and positive emotion words at lower frequencies than other categories of loss. There were some similarities in partners and pets in the word use related to friends and social connectedness. Words related to religion were highest when writing about losing a child and lowest when losing a pet. Our results highlight the similarities in the vocabulary in pet and human bereavement. Findings demonstrate the importance of online discussion forums for understanding the process of grief and specific relationship types.

scholarly journals Effects of Video Discussion Posts on Social Presence and Course Satisfaction

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Ying Xiu ◽  
Penny Thompson
Keyword(s):  
Social Presence ◽  
Online Discussion ◽  
Social Cues ◽  
Course Satisfaction ◽  
Discussion Forums ◽  
Online Learning Environments ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
Negative Effect ◽  
Perceived Social Presence

Video is a rich medium that conveys more social cues than text. Use of video in an online discussion forum therefore has the potential to increase social presence in online learning environments. This experimental study compared a group using video for a portion of the required discussion posts to a group using only text in an online undergraduate course. While there was a correlation between perceived social presence and satisfaction with the course, there were no significant differences in perceived social presence or course satisfaction between the two groups. Open‑ended comments revealed a mix of positive and negative reactions to the use of video. This study highlights the need for continuing research on the use of video in online discussion forums to assess the benefits of video relative to its possible negative effect on “anytime, anywhere” flexibility

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