Statistical Discourse Analysis

2013 ◽  
pp. 285-303 ◽  
Author(s):  
Ming Ming Chiu ◽  
Gaowei Chen
Keyword(s):  
Information Processing ◽  
Discourse Analysis ◽  
Problem Solving ◽  
Indirect Effects ◽  
Higher Order Thinking ◽  
Social Cues ◽  
Electronic Discourse ◽  
Explanatory Variables ◽  
Dependent Variables ◽  
Data Missing

Educators are increasingly using electronic discourse for student learning and problem solving, partially due to its time and space flexibility and greater opportunities for information processing and higher order thinking. When researchers try to statistically analyze the relationships among electronic discourse messages however, they often face difficulties regarding the data (missing data, many codes, non-linear trees of messages), dependent variables (topic differences, time differences, discrete, infrequent, multiple dependent variables) and explanatory variables (sequences of messages, cross-level moderation, indirect effects, false positives). Statistical discourse analysis (SDA) addresses all of these difficulties as shown in analyses of social cues in 894 messages posted by 183 students during 60 online asynchronous discussions. The results showed that disagreements increased negative social cues, supporting the hypothesis that these participants did not save face during disagreements, but attacked face. Using these types of analyses and results, researchers can inform designs and uses of electronic discourse.

scholarly journals Statistical Discourse Analysis: A method for modeling online discussion processes

2014 ◽  
Vol 1 (3) ◽  
pp. 61-83 ◽  
Author(s):  
MIng Ming Chiu ◽  
Nobuko Fujita
Keyword(s):  
Discourse Analysis ◽  
Missing Values ◽  
Online Discussion ◽  
Individual Characteristics ◽  
Online Forums ◽  
Mediation Effects ◽  
Explanatory Variables ◽  
Multiple Outcome ◽  
Nested Structure ◽  
Data Missing

Online forums (synchronous and asynchronous) offer exciting data opportunities to analyze how people influence one another through their interactions. However, researchers must address several analytic difficulties involving the data (missing values, nested structure [messages within individuals within topics], non-sequential messages), outcome variables (discrete outcomes, rare instances, multiple outcome variables, similarities among nearby messages), and explanatory variables (sequences of explanatory variables, indirect mediation effects, false positives, and robustness of results). We explicate a method that addresses these difficulties (Statistical Discourse Analysis or SDA) and illustrate it on 1,330 asynchronous messages written and self-coded by 17 students during a 13-week online educational technology course. Both individual characteristics and message attributes were linked to participants’ online messages. Men wrote more messages about their theories than women did. Moreover, some sequences of messages were more likely to precede other messages. For example, opinions were often followed by elaborations, which were often followed by theorizing. 

Discussion Processes in Online Forums

2019 ◽  
pp. 1702-1713
Author(s):  
Gaowei Chen ◽  
Ming M Chiu
Keyword(s):  
Information Processing ◽  
Group Processes ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Social Cues ◽  
Online Discussions ◽  
Local Context ◽  
Online Forums ◽  
Information Transparency ◽  
New Ideas

Online discussion's information transparency, communication flexibility, and opportunities for reflection can enhance information processing, higher order thinking, and learning. Many group processes influence online discussants' creation of correct, new ideas (micro-creativity) and use of social cues. New ideas, justifications, disagreements, and questions in recent messages facilitate micro-creativity. Moreover, new ideas and justifications tend to reduce both positive and negative social cues during online discussions. While agreements elicit positive social cues, disagreements invite negative ones. Meanwhile, participants with more past posts than others often show more micro-creativity. Together, these mechanisms show how sequences of online messages create a local context that influences participants' correct outcomes and social relationships. By understanding these discussion processes, designers can improve online forum interfaces, and educators can help students participate, cooperate, and learn in online forums more effectively.

Discussion Processes in Online Forums

2018 ◽  
pp. 7969-7979
Author(s):  
Gaowei Chen ◽  
Ming M Chiu
Keyword(s):  
Information Processing ◽  
Group Processes ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Social Cues ◽  
Online Discussions ◽  
Local Context ◽  
Online Forums ◽  
Information Transparency ◽  
New Ideas

Online discussions' information transparency, communication flexibility and opportunities for reflection, can enhance information processing, higher order thinking and learning. Many group processes influence online discussants' creation of correct, new ideas (micro-creativity) and use of social cues. New ideas, justifications, disagreements and questions in recent messages facilitate micro-creativity. Moreover, new ideas and justifications tend to reduce both positive and negative social cues during online discussions. While agreements elicit positive social cues, disagreements invite negative ones. Meanwhile, participants with more past posts than others often show more micro-creativity. Together, these mechanisms show how sequences of online messages create a local context that influences participants' correct outcomes and social relationships. By understanding these discussion processes, designers can improve online forum interfaces, and educators can help students participate, cooperate and learn in online forums more effectively.

PENGARUH PELATIHAN DAN KOMPETENSI TERHADAP KINERJA KARYAWAN MELALUI MOTIVASI PADA PT. CIPTA KRIDA BAHARI JAKARTA DAN SUMATERA AREA

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Freddrick Tiagita Putra Baeha Waruwu, SE., MM.
Keyword(s):  
Empirical Evidence ◽  
Indirect Effects ◽  
Work Performance ◽  
Training Programs ◽  
Employee Performance ◽  
Descriptive Analysis ◽  
Employee Motivation ◽  
Direct And Indirect Effects ◽  
Dependent Variables ◽  
Positive Effect

The purpose of this study was to test and obtain empirical evidence about the direct and indirect effects of training and competence together to employees performance in PT. Cipta Krida Bahari. This study uses an explanatory approach Analysis and Descriptive Analysis, which aims to determine the effect of independent and dependent variables. Furthermore, the present invention will be described, by observation and research and describe the nature or the events ongoing at the time of the study and examine the causes of the symptoms. In this study examines the influence of variables of training, competence and motivation, simultaneously or partially on employee performance. The benefits of this research is that companies in improving the performance of employees through training programs, attention to improving the competence of employees, increase employee motivation, and in turn can help in improving the work (performance) of each individual employee. The results showed simultaneously and partially variable training and competency positive effect on employee motivation and improve employee performance

Causal Analysis of Hydrogen Acceptance

2005 ◽  
Vol 1941 (1) ◽  
pp. 115-121 ◽  
Author(s):  
Eric Molin
Keyword(s):  
Structural Equation Model ◽  
Indirect Effects ◽  
Structural Equation ◽  
Personal Characteristics ◽  
Causal Analysis ◽  
Equation Model ◽  
Factual Knowledge ◽  
Direct And Indirect Effects ◽  
Explanatory Variables ◽  
Willingness To Use

This paper presents and discusses a structural equation model on hydrogen acceptance. This model unravels the direct and indirect effects among personal characteristics, knowledge about hydrogen, perceptions, attitudes, and willingness to use hydrogen applications. In addition, indicators of differently colored information that can be provided by mass media have been included as explanatory variables. The estimated model indicates that colored information directly influences perceptions of hydrogen and indirectly influences attitudes about hydrogen and willingness to use it. In particular, negatively colored information decreases hydrogen acceptance, which cannot be counterbalanced by providing positively colored information. Furthermore, the model suggests that more factual knowledge about hydrogen increases its acceptance. The paper further discusses the likely development of hydrogen acceptance in the future and how practitioners can influence this.

scholarly journals AN OVERVIEW OF SWARM INTELLIGENCE IN ARTIFICIAL INTELLIGENT SYSTEMS

2021 ◽  
Vol 9 (08) ◽  
pp. 673-675
Author(s):  
Kalpana C. Dalwai ◽  
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Swarm Intelligence ◽  
Intelligent Systems ◽  
Optimization Problems ◽  
Artificial Intelligent

Swarm intelligence refers to a kind of problem-solving ability that emerges in the interactions of simple information-processing units. The concept of a swarm suggests multiplicity, stochasticity, randomness, and messiness. Advancement of technology has led to problems that are complex and more challenging.Swarm intelligence techniques were mostly developed for solving optimization problems.

scholarly journals PENERAPAN MODEL PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN HOT (HIGHER ORDER THINKING) SISWA SDN BANYU LANDAS

Vidya Karya ◽  
2017 ◽  
Vol 31 (1) ◽  
Author(s):  
Silvia Uyani
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Achievement Test ◽  
Higher Order ◽  
Research Subject ◽  
Higher Order Thinking Skills ◽  
Student Activity

Abstract: This research relates to the implementation of Problem Solving model in Banyu Landas Elementary School. The research objective is to increase students’ Higher Order Thingking Skills (HOTS). The research was conducted by using classroom action research (CAR) method through 2 cycles. Ten six class students of SDN Banyu Landas were used as research subject. The data collection used obeservation sheets and HOT oriented achievement test. The data were qualitatively analyzed with percentage technique. The result of research stated that (1) students’ Higher Order Thingking Skills (HOTS) increased from analysis skills 77,85% in the first cycle up to  synthesys skills 86,58% in the end of second cycle (2) the quality of teacher’s activity increased  from 58,41% in the first cycle  up to 71,14% in the end of second cycle; (2) students’ activity incresed  from 68,39% in the first cycle  up to 70,10% in the end of second cycle.              Keywords: Higher Order Thinking Skills, teacher activity, student activity , Problem Solving. Abstrak: Penelitian ini berkenaan dengan penerapan model Problem Solving di SDN Banyu Landas. Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir tingkt tinggi (Higher Order Thingking Skill/HOT) siswa. Penelitian ini dilakukan dengan menggunakan rancangan penelitian tindakan kelas dalam 2 siklus. Subyek penelitian adalah 10 orang siswa kelas VI SDN Banyu Landas. Pengumpulan data menggunakan lembar observasi dan tes hasil belajar berorientasi HOT. Data dianalisis secara kualitatif dengan teknik persentase. Hasil penelitian menunjukkan bahwa: (1) kemampuan berpikir tingkat tinggi (Higher Order Thingking Skill/HOT) peserta didik meningkat dari kemampuan analisis 77,85% pada awal siklus I menjadi kemampuan sintesis 86,58% pada akhir siklus II kualitas, (2) aktivitas guru meningkat dari 58,41% pada siklus 1 menjadi menjadi 71,14%  pada siklus 2; (2) aktivitas siswa meningkat dari 68,39% pada siklus 1 menjadi 70,10% pada siklus II. Kata kunci: HOT (Higher Order Thinking) skills, aktivitas guru, aktivitas siswa, Problem Solving

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

An Information Processing Analysis of Expert and Novice Teachers’ Problem Solving

1990 ◽  
Vol 27 (3) ◽  
pp. 533-556 ◽  
Author(s):  
H. Lee Swanson ◽  
James E. O’Connor ◽  
John B. Cooney
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Novice Teachers ◽  
Expert And Novice
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