Web-Based Discussion Forums on Pregnancy-Related Physical Symptoms: A Qualitative Study (Preprint)

BACKGROUND Pregnancy-induced physical symptoms are less often discussed in a clinical setting during prenatal care as these have been mostly viewed as a normal part of the physiological process. However, pregnancy has been found to be a period of active online searching. Exploring online forums have the potential to gain in-depth knowledge about issues on physical discomforts that pregnant women discuss with their peers who have similar experiences or are living in comparable circumstances. OBJECTIVE The study aimed to explore types of pregnancy-related physical symptoms among pregnant women and to further identify the concerns that prompted women to discuss online. METHODS A retrospective qualitative study of web-based forum postings was conducted in two stages: (1) identifying eligible discussion forums and (2) identifying relevant postings. Forum postings between July 2016 and June 2017 were purposively selected and analyzed using the inductive approach. The SRQR guideline was followed for reporting this qualitative research. RESULTS In total, 574 initial postings and 2801 comments were selected from 3 eligible discussion forums. Eighteen categories of pregnancy-related physical symptoms were considered for discussion, among which nausea and vomiting accounted for one-quarter of the discussion postings. Concerns that prompted pregnant women to discuss with peers were diagnosis-oriented, solution-oriented, and emotion-oriented. CONCLUSIONS Analysis of web-based pregnancy discussion forums can be a valuable resource to better understand pregnancy issues. Thus, this present study was able to highlight significant concerns pertaining to physical symptoms and discomfort during pregnancy. Three different types of concerns have reflected women’s psychological aspects in adapting to physical changes during pregnancy progression.

Perceiving Technology-Based Professional Development Practices for Teachers

This study explored how 26 Chinese EFL teachers perceived community-based, technology-supported professional development practices. The methods of data collection in this study blend quantitative and qualitative techniques: 1) questionnaire survey of teachers' satisfaction about community-based technology-supported professional development practices; 2) online teacher discussion postings; 3) teacher self-reflection journals; and 4) semi-structured interviews. Data analysis revealed a generally positive attitude and empowering feelings in these Chinese EFL teachers who viewed technology-facilitated practices as affording constructive functions for their professional development. Results also revealed a range of factors that apparently mediated/limited EFL teachers' participation in the professional development activities. This study thus contributes to the understanding of the reality in relation to actual utilization of technological resources in second-language teacher development in the context of a developing country such as China.

Adapting Course Assignments to Online Postings for Rural and Remote Students in a Bachelor of Education Program

Throughout northern and rural locations across Canada, school boards struggle to attract and retain teachers. A community-based pathway program in Alberta was designed to address this challenge by providing opportunities for local residents to pursue a Bachelor of Education degree. Through blended delivery, students complete courses on campus and through synchronous and asynchronous learning. This chapter examines the adaptation of a course assignment for an introductory teaching methods course. By examining the course design, instructor facilitation, and four composite online discussion postings by students, the authors demonstrate how students were able to improve their writing skills and increasingly engage in critical thinking through the practice of weekly postings.

Participation in Online Courses and Interaction With a Virtual Agent

Online learning environments could be well understood as a multifaceted phenomenon affected by different aspects of learner participation including synchronous/asynchronous interactions. The aim of this study was to investigate learners’ participation in online courses, synchronous interaction with a conversational virtual agent, their relationships with learner performance, and the participation/interaction factor identification. To examine learner participation, we collected learning management system (LMS) log data that included the frequency and length of course access, discussion board postings, and final grades. To examine synchronous learner interaction, we collected learners’ conversation logs from the conversational agent. We calculated the quantity and quality of discussion postings and conversations with the agent. The results showed that the frequency and length of course access, the quantity and quality of discussion postings, and the quality of conversation with the agent were significantly associated with the learner achievement. This study also identified two factors that comprise online learning participation and interaction: interaction quality and LMS-oriented interaction.

Supporting teacher reflection through online discussion

The purpose of this case study was to investigate online discussion as a means to promote critical reflection. The study was conducted during a semester-long graduate course on issues related to literacy instructional strategies. The participants in the study were four reading education candidates. During the semester they participated in online discussion about course readings and reflected on their own teaching experiences. The data sources were the online discussion postings, responses to questionnaires, and interviews. The results suggest that technology-mediated discussion strengthens the learning community, facilitates sharing of professional experience among participants, and enhances teacher reflection. The results also point to the multi-faceted nature of teacher reflection.

Rubric to Determine a Quality Online Discussion Posting

When teachers integrate online discussions into courses, they are faced with the challenge of deciding how to evaluate the postings. This chapter discusses a study that used a discussion board rubric to evaluate online discussions. The study tested the reliability of the instrument (rubric) to assess the quality of the content of Web-based discourse. To obtain the rubric interrater reliability, researchers used the rubric to evaluate the discussion postings of preservice teachers’ enrolled in six different sections of an English language arts methods course. Six hundred sixty two (662) postings from 165 preservice teachers were analyzed using the rubric. The study utilized the scorings from six judges. When measured with Cronbach’s alpha intraclass coefficient, the findings indicated substantial agreement between judges in two of the four rubric criteria: evocative (.8742) and reference-resource (.8209). The other rubric criteria rumination (.7256) and storytelling (.5984) scored at the moderate and fair levels respectfully.

Framing Tiger’s Troubles: Comparing Traditional and Social Media

This research explored how press outlets and fans framed professional golfer Tiger Woods’s marital infidelity. A textual analysis of newspaper reports and discussion postings on Tiger Woods’s official Facebook page was conducted. Analysis revealed that press accounts framed Woods’s actions as a tragic flaw that precipitated his fall from grace, while also reveling in the salacious details of the extramarital affairs. Conversely, fans primarily framed these incidents as private matters that demonstrated Woods’s human nature. The analysis suggests that social-media sites are valuable public relations tools that athletes can use to quickly generate support that counteracts perceived negative media framing. Social-media sites also enable fans to enhance perceptions of closeness with athletes as fans interject themselves into athletes’ media narratives.

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

<span>Asynchronous online discussion is used in a variety of ways, both in online learning environments and in traditional teaching environments where, increasingly frequently, a blended approach is adopted. However the anticipated benefits of this tool in improving student learning outcomes are still being debated. One of the many factors affecting the outcomes of asynchronous online discussion is that of assessment. This study investigated the influence of assessment of discussion postings on the achievement of discussion outcomes as perceived by instructors. The findings indicate that the incorporation of assessment results in higher levels of discussion outcomes than if no assessment were used. The use of a subsequent assessment based on the online discussion was also examined, but the results were inconclusive.</span>

THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE

The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied in order to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course.