Thematische Bibliographien / Online discussion

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Auswahl der wissenschaftlichen Literatur zum Thema „Online discussion“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "Online discussion"

Skinner, Barbara. „Online Discussion“. Journal of Studies in International Education 14, Nr. 4 (11.12.2008): 335–54. http://dx.doi.org/10.1177/1028315308327866.

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Buckley, Fiona. „Online Discussion Forums“. European Political Science 10, Nr. 3 (07.01.2011): 402–15. http://dx.doi.org/10.1057/eps.2010.76.

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Hancock, Cheryl, und Barbara Rowland. „Online and out of synch: Using discussion roles in online asynchronous discussions“. Cogent Education 4, Nr. 1 (01.01.2017): 1368613. http://dx.doi.org/10.1080/2331186x.2017.1368613.

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Zheng, Binbin, Gary Beck Dallaghan, Michael Gomez und Stephen Holihan. „Exploring Online Participation and Discussion in an Online Professional Learning Activity on Twitter“. Journal of Medical Education and Curricular Development 9 (Januar 2022): 238212052110727. http://dx.doi.org/10.1177/23821205211072723.

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BACKGROUND Twitter offers opportunities to share resources, engage in online discussions, and network with other professionals. In medical education, Twitter is also being used for professional development. Little is known about the level of engagement in topical chats related to medical education. This study explores how medical educators participated and engaged in Twitter-facilitated discussion activity using #MedEdChat. METHODS All twitter chat transcripts using the hashtag #MedEdChat from Thursday night synchronous discussions were collected between January and December 2019. A total of 37 discussion topics were included. To answer the first research question about the overall participation, descriptive statistics were used to analyze the number of participants, posts, retweets, and interactions for each week's discussion. To answer the second question about types of discussion participants engaged in during weekly chats, a combination of top-down and bottom-up coding strategy was adopted with three categories: functional, social, and content. RESULTS This study identified five themes from #MedEdChat discussions: curriculum, faculty development, scholarship, assessment, and general medical education topics. All discussions had an average of 26 participants, with an average of 145 total posts, including 37 original posts, 52 retweets, and 56 interactions (mentions or replies using @). In terms of types of discussion, content-related tweets were most frequently posted, followed by functional and social tweets. CONCLUSION By identifying the patterns of participation and content of discussions, preliminary findings suggest implications for future study to further explore the social interactions and knowledge building processes among online participants in the Twitter-facilitated medical education online community.

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Krisnan, Alice Shanthi Kasawi, Purwarno Purwarno und Andang Suhendi. „Communicative Guanxi: Making Online Discussion Forums Come Alive“. International Journal of Social Science Research 10, Nr. 2 (19.07.2022): 179. http://dx.doi.org/10.5296/ijssr.v10i2.19953.

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The present study contributed to understanding the interactive language strategies that highlighted interactivity that leads to online Guanxi that facilitates interactivity in online discussion forums. Online discussion forums were selected for this study because this is where forum members come to seek and share information collaboratively. By using the analytical framework of Herring’s Computer-Mediated Discourse Analysis (CMDA), the study carried out a qualitative analysis of the naturally occurring data that was gathered from several online discussion forums discussing academic topics; the study investigated the language strategies that emerged from the data that seem to encourage interactivity in the online discussion forum. Interactivity was highlighted because it was observed that this variable was essential to keep the online discussion forum interaction on-going by encouraging the members to post. This study found that interactivity does not simply occur but must be intentionally built or worked upon in online discussion forums. Therefore, to increase interactivity in online discussion forums, forum members actively post to have discussions on-going. The study found that online Guanxi was necessary to increase interactivity in online discussion forums. Online Guanxi was formed when forum members felt the presence of others, and they trusted that the forum members would be able to share information that would be helpful. The whole process of seeking, sharing, and exchanging information was done by respecting one another’s “face”.

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Levine, S. Joseph. „The online discussion board“. New Directions for Adult and Continuing Education 2007, Nr. 113 (2007): 67–74. http://dx.doi.org/10.1002/ace.248.

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Alsinet, Teresa, Josep Argelich, Ramón Béjar und Santi Martínez. „Measuring Polarization in Online Debates“. Applied Sciences 11, Nr. 24 (14.12.2021): 11879. http://dx.doi.org/10.3390/app112411879.

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Social networks can be a very successful tool to engage users to discuss relevant topics for society. However, there are also some dangers that are associated with them, such as the emergence of polarization in online discussions. Recently, there has been a growing interest to try to understand this phenomenon, as some consider that this can be harmful concerning the building of a healthy society in which citizens get used to polite discussions and even listening to opinions that may be different from theirs. In this work, we face the problem of defining a precise measure that can quantify in a meaningful way the level of polarization present in an online discussion. We focus on the Reddit social network, given that its primary focus is to foster discussions, in contrast to other social networks that have some other uses. Our measure is based on two different characteristics of an online discussion: the existence of a balanced bipartition of the users of the discussion, where one partition contains mainly users in agreement (regarding the topic of the discussion) and the other users in disagreement, and the degree of negativity of the sentiment of the interactions between these two groups of users. We discuss how different characteristics of the discussions affect the value of our polarization measure, and we finally perform an empirical evaluation over different sets of Reddit discussions about diverse classes of topics. Our results seem to indicate that our measure can capture differences in the polarization level of different discussions, which can be further understood when analyzing the values of the different factors used to define the measure.

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Subramaniam, Nantha Kumar. „Enhancing learning through the discussion forum“. Asian Association of Open Universities Journal 7, Nr. 1 (01.09.2012): 63–77. http://dx.doi.org/10.1108/aaouj-07-01-2012-b006.

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Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

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Omar, Azura Binti, und Nor Farizah Binti Mohd Taib. „ONLINE DISCUSSION STRATRGIES TO FACILITATE STUDENTS DISCUSSION FOR A SPECIFIC ACADEMIC PURPOSES COURSE AT A TECHNICAL ENGINEERING UNIVERSITY“. FRASA: English Education and Literature Journal 3, Nr. 2 (29.09.2022): 89–99. http://dx.doi.org/10.47701/frasa.v3i2.2309.

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At higher education institutions, hybrid learning that incorporates digital classroom and online teaching and learning activities are becoming increasingly popular norms. Throughout the academia, the usage of online discussion forums is progressively making its way into language classroom as studies have shown that it contributes to a good learning environment if efficiently used by both learners and educators. This qualitative study investigated strategies used by undergraduates as purposive samples in planning and executing ideas for a project via online discussion mode. This simple case study involved 15 second semester undergraduates taking “Professional English 1” course in Bachelor in Engineering Technology program. A focus group interview and follow-up individual interviews were used to elicit information from the undergraduates. All these were also triangulated with document analysis of their reflective notes and drafts of writing works. Several questions were asked to the undergraduates during both interviews to determine their strategies when discussing online. The findings indicate that participants have tremendously benefited from online discussions and have employed three main strategies namely 1) asking for clarification, 2) going over previous responses and 3) using free online services and websites. This study provides useful insight and increases awareness among lecturers on the online discussion strategies used by students, allowing for more successful and meaningful planning of tasks involving online discussion.

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Seo, Ji-ah, Su-rim Kim und Sook-ki Choi. „Study on the Asynchronous Online Discussion Participation Patterns of University Student Readers Using Social Network Analysis“. Korean Journal of Teacher Education 39, Nr. 1 (31.01.2023): 317–49. http://dx.doi.org/10.14333/kjte.2023.39.1.14.

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Purpose: This research examined the online discussion class design method and the learning realityby comparing the analysis results of group online discussions and multiple online discussions afterconducting online discussions. Methods: An online reading discussion class was conducted in groups with 46 students of Koreaneducation students at K University, and the discussion rules were designed to allow all debaters topresent their opinions more than five times through LMS's <posts> or <comments>. A total of 456pieces of data were collected, and degree centrality, closeness centrality, betweenness centrality, andeigenvector centrality were derived through a social network analysis. Afterwards, post-onlineinterviews were carried out with all debaters, and then in-depth interviews were conducted with fivepeople who showed a high or low level of connection centrality values in each group. Results: The correlation between centrality and network influence was analyzed based on degreecentrality and eigenvector centrality according to the group online discussion, and the effect of learningreality in online learning on learning was confirmed. Conclusion: This study suggested that the design of online learning rules to enhance learning realityin online learning and an individual goal considering the characteristics of online discussion learningare required.

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Dissertationen zum Thema "Online discussion"

Gallant, Jenny Jin Ying. „Dilemmas in an online academic discussion“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/16682.

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Since the application of Web-based templates in distance education, the threaded discussion forum is regarded as one of the most effective tools for promoting interaction in a virtual learning community (Smith, Ferguson, & Caris, 2003). However, as interactions are being encouraged, facilitated, and evaluated in the discussion online forum, what do students do when they interact with each other, with course content, and with their instructors? What problems do they face as they ‘talk’ with each other? What strategies do they use to balance and negotiate the embedded institutional discourse, course objectives and requirements, personal ideals and goals? This qualitative case study investigated some of the complexities of different aspects of the online threaded discussion in a Canadian university graduate online course. The data was collected from an asynchronous graduate seminar. The goal of the study was to examine the tensions and conflicts that pertain to the interactions in the online community in order to better understand the nature of the interaction in an online learning community and to provide insights for more effective online learning environment. The findings suggest that a major challenge for establishing a successful online academic community is the recognition and better understanding of the complex nature of the online discussion. The issues of academic versus interpersonal, freedom versus constraints, vulnerability versus the need to socialize underpin students’ engagement in academic learning and satisfaction. The finding also indicates that the notion of ‘academic community’ unfolded in discussion forum needs to recognize the legitimacy of and to include and facilitate a space for social/interpersonal interactions in addition to academic content learning. The study indicated that the perceptions of the functions of online academic discussion needed to be considered in the context of personal education ideologies and learning goals. Students’ ideologies of education play a role in their perceptions of the functions of the learning environment. Their perceptions affect their participation and satisfaction of their online experience. Knowledge of their perceptions helps the instructor adjust to allow variations of styles and degrees of interactions.

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Wang, Benjamin Luke. „Developing courseware to support online discussion“. Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33384.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.
Includes bibliographical references (p. 55).
For my Master of Engineering thesis, I designed and implemented an online discussion forum in an attempt to improve student learning. Aided with the help of Professor Jonathon Cummings 15.351 course (Introduction to Innovation and Entrepreneurship), I measured student and peer-to-peer interaction via online discussion boards and user-generated interest in the subject matter. Based on the data received from this discussion board, I have found that students have their own optimal learning environments, and that anonymity can affect the way students interact with one another.
by Benjamin Luke Wang.
M.Eng.

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Zheng, Xueling, und 郑雪玲. „Detection of sockpuppets in online discussion forums“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4660327X.

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Abu, Ziden Azidah. „Personal Learning in Online Discussions“. Thesis, University of Canterbury. University Centre for Teaching and Learning, 2007. http://hdl.handle.net/10092/1063.

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The establishment of online discussion forums and their application to higher education have encouraged the use of online discussion within tertiary teaching. Recent studies related to online discussions have provided different ways of understanding the effect of online discussions on teaching and learning. This study investigates how personal learning is facilitated through various ways of engagement in an online discussion environment. The rationale behind this effort has been the concern that online discussions may be being used only because of the availability and technological opportunities the method provides. Personal learning is generally viewed in the literature as an individual's cognitive and knowledge construction and endeavour to make meaning through involvement and interaction in a community and context. There are, however, great variations in the way individuals engaged in their own learning within a community of learners. Motivation and strategies are also seen as factors that influence to individual level of engagement in online discussions. The findings reveal different types of interactions and highlight different levels of individual participation and engagement in the online discussions. From the findings, the Types of Online Interaction Model is developed to show the different roles that individual might adopt in the online discussion environment. The adopted roles are the individual approaches and actions that contribute to personal learning during the online discussion. The roles are flexible and individuals are likely to move from one role to another when there are reasons to do so. This study also shows the importance of the interactions that enable learning within the community. Two case studies discussed in this thesis illustrate the individual strategies of a provocateur and an eventual participant, which show how different ways of engaging in an online discussion community of learners contribute to individual learning.

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Lou, Lai Chu. „Alternative political discussion in Macau's online forums“. Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1874131.

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Aragón, Pablo. „Characterizing online participation in civic technologies“. Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668042.

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This thesis constitutes one of the first investigations focused on characterizing online participation in civic technologies, a type of platform increasingly popular on the Internet that allows citizens new forms, on a larger scale, of political participation. Given the opportunities of civic technologies in democratic governance, it should be noted that their design, like that of any online platform, is not neutral. The ways in which information is presented or interaction between users is allowed can greatly alter the results of participation. For this reason, we analyze the impact of different interventions in civic technologies in relation to online conversation views, ordering criteria for ranking petitions, and deliberative interfaces. Since these interventions were carried out by the corresponding development teams, the analyses have required to develop novel computational and statistical methods, while also extending generative models of discussion threads to better characterise the dynamics of online conversations. Results of the different case studies highlight the social and political impact of these interventions, suggesting new directions for future research and the need to develop a paradigm of citizen experimentation for democracy.
Esta tesis constituye una de las primeras investigaciones en caracterizar la participación online en tecnologías cívicas, un tipo de plataforma cada vez más popular en Internet que permite a la ciudadanía nuevas formas, a una mayor escala, de participación política. Dadas las oportunidades de las tecnologías cívicas para la gobernanza democrática, cabe señalar que su diseño, al igual que el de cualquier plataforma online, no es neutral. La forma en que se presenta la información o se permite la interacción entre las usuarias puede alterar en gran medida los resultados de la participación. Por este motivo, analizamos el impacto de diferentes intervenciones en tecnologías cívicas en relación a las vistas de las conversaciones online, los criterios de ordenación en rankings de peticiones e interfaces deliberativas. Dado que estas intervenciones fueron llevadas a cabo por los propios equipos de desarrollo, los análisis han requerido desarrollar nuevos métodos computacionales y estadísticos, a la vez que se han ampliado modelos generativos de hilos de discusión para caracterizar mejor la dinámica de las conversaciones online. Los resultados de los diferentes estudios de caso destacan el impacto social y político de estas intervenciones, sugiriendo nuevas líneas de investigación en el futuro y la necesidad de desarrollar un paradigma de experimentación ciudadana para la democracia.
Aquesta tesi és una de les primeres investigacions que té per objecte la caracterització de la participació en línia en tecnologies cíviques, un tipus de plataforma cada vegada més popular a Internet que permet a la ciutadania noves formes, a major escala, de participació política. Donades les oportunitats de les tecnologies cíviques per a la governança democràtica, cal assenyalar que el seu disseny, com el de qualsevol plataforma en línia, no és neutral. La forma en què com es presenta la informació o es permet la interacció entre les usuàries pot alterar en gran mesura els resultats de la participació. Per aquest motiu, analitzem l'impacte de diferents intervencions en tecnologies cíviques en relació amb les vistes de conversa en línia, els criteris d'ordenació en rànquings de peticions i amb interfícies deliberatives. Atès que aquestes intervencions van ser dutes a terme pels propis equips de desenvolupament, les anàlisis han requerit desenvolupar nous mètodes computacionals i estadístics, alhora que s'han ampliat models generatius de fils de discussió per caracteritzar millor la dinàmica de les converses en línia. Els resultats dels diferents estudis de cas destaquen l'impacte social i polític d'aquestes intervencions, suggerint noves línies d'investigació en el futur i la necessitat de desenvolupar un paradigma d'experimentació ciutadana per a la democràcia.
Cette thèse constitue l'une des premières recherches sur la caractérisation de la participation en ligne à des technologies civiques, un type de plateforme de plus en plus populaire sur Internet qui permet aux citoyens de nouvelles formes, à plus grande échelle, de participation politique. Compte tenu des opportunités offertes par les technologies civiques dans la gouvernance démocratique, il convient de noter que leur design, comme celui de toute plateforme en ligne, n'est pas neutre. La façon dont l'information est présentée ou l'interaction entre les utilisateurs est permise peut grandement modifier les résultats de la participation. Pour cette raison, nous analysons l'impact de différentes interventions dans le domaine des technologies civiques par rapport à l’agencementaux des conversations en ligne, aux critères d'ordre de classement des pétitions et aux interfaces délibératives. Comme ces interventions ont été réalisées par les équipes de développement correspondantes, les analyses ont nécessité de développer nouvelles méthodes informatiques et statistiques, tout en élargissant les modèles génératifs de fils de discussion afin de mieux caractériser la dynamique des conversations en ligne. Les résultats des différentes études de cas mettent en évidence l'impact social et politique de ces interventions, suggérant de nouveaux axes de recherches futures et la nécessité de développer un paradigme d'expérimentation citoyenne pour la démocratie.

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Parisio, Martin Luke. „University teachers' conceptions of learning through online discussion“. Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7023.

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Online discussion is placed at the centre of many university courses nowadays whether delivered in online-, distance-, external- or internal-mode. There has been significant specialized research investigating students’ conceptions of learning through online discussion, however to the best of our knowledge no studies have been conducted which investigate teachers’ conceptions. This study adopts a phenomenographic approach to reveal teachers’ conceptions of ‘learning through online discussion’. To address the gap in the literature, teachers’ conceptions are reported based on the research question – What does learning through online discussion mean to university teachers? Fifteen teachers at a large research-intensive metropolitan Australian university were asked about their experiences with ‘learning through online discussion’ in semi-structured interviews. The interview transcripts were systematically analysed using a phenomenographic approach to reveal four qualitatively different categories of conception. 1. Learning through online discussion as a way to provide time and access 2. Learning through online discussion as a way to engage learners 3. Learning through online discussion as a way to foster a community of learners 4. Learning through online discussion as a way to enable higher-order cognition and learning The findings of this study contribute to knowledge by building on research into teachers’ conceptions of e-learning and learning technologies, and complementing research into students’ conceptions of learning through online discussion. There are implications for teachers, educational designers, academic developers and all those involved with the enhancement of student engagement, learning experiences and outcomes in higher education. Specifically, the findings will inform designers of professional development courses for university teachers to learn about effective use of online discussion for learning.

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Klisc, Chris. „Enhancing student learning outcomes in asynchronous online discussion“. Thesis, Klisc, Chris (2015) Enhancing student learning outcomes in asynchronous online discussion. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/26222/.

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When the asynchronous online discussion (AOD) environment was first introduced there was much enthusiasm about the potential of this new discussion space for enhancing student learning. However, after over two decades of AOD use, there is still concern about the realisation of the anticipated benefits, especially those associated with high order thinking skills such as critical thinking. Research aimed at findings ways to enhance student learning outcomes in AOD has examined many different factors and conditions. Though there has been consistency in the findings of the research within many areas, at the same time there are still unresolved issues relating to the use of assessment, the type of instructor support and how an AOD should be designed and implemented. The aim of the research described in the thesis was to investigate how student learning outcomes may be enhanced in AOD, by investigating the conditions conducive to quality discussion and factors facilitating student learning. The research objective was addressed through two studies. The research in Study 1 investigated instructor perspectives of factors influencing the levels of success achieved in student thinking skills, collaborative learning and communication skills. The results of Study 1 showed that higher levels of achievement could be achieved by the use of assessment, with assessment of the AOD contributions being the most common approach. The use of a post-AOD assessment was relatively uncommon among instructors. AOD outcomes were also significantly affected by the information provided to students prior to the commencement of the discussion. The research in Study 2 investigated student perspectives using a quasi-experiment with participants from a first year university information technology course. The study was developed based on the inconclusive results of Study 1 regarding the use of a post-AOD assessment, and investigated how different forms of assessment can be used to facilitate students’ critical thinking skills. This study also examined student awareness of critical thinking skills and concepts. The findings of Study 2 showed that students perceived significant improvements in their levels of critical thinking after completing an AOD with assessment, regardless of the type of assessment. However there were no significant differences in either perceptions of critical thinking skills or critical thinking skills as measured by an objective test. This suggests, that the form of assessment used in an AOD is less important than the fact that assessment is included. The findings of Study 2 also showed that students consider critical thinking important, are interested in developing their critical thinking skills, but are unsure of how to improve their thinking in general. The results of the research described in this thesis have practical implications in the use of AOD in undergraduate education and suggest areas for further research. Firstly the results stress the importance of information given to students at the commencement of the discussion, particularly information about the purpose of the discussion. Secondly they highlight the need for further research regarding the use of a post-AOD assessment. And finally, the results presented in this thesis provide insight into student perceptions of their own critical thinking and issues related to the learning of critical thinking.

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Hockersmith, Patrick M. „Reproducing conflict in an online group“. Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/p%5Fhockersmith%5F050605.pdf.

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Allan, Mary Katherine. „Conceptualising Social Space in Cyberspace: A Study of the Interactions in Online Discussion forums“. Thesis, University of Canterbury. Education, 2005. http://hdl.handle.net/10092/1051.

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The study introduces an alternative analytic framework for the investigation of online discussion forums. It focuses on the social dynamics occurring in online discussion threads situated within a tertiary e-learning context, and advocated by social learning theories. Online discussion forums are perceived as conducive environments for the evolvement and support of collaborative and socio- constructivist learning. However, the literature reviewed, revealed a growing need for finding empiric frameworks for ascertaining the materialisation of these perceptions. Attempting to address the identified need, the study adopts ethnomethodological notions, complemented by Structural Analysis approach, to produce an alternative analytic frame called the Event Centre (EC) approach for the study of online discussion forums. The theoretical framework chosen in this study enables the investigation of online discussion forums as systems of relations rather than aggregations of individuals. The EC approach enables the visual representation of networks of people interacting with each other and at the same time presenting the content discussed in each interaction. Applying the EC approach to a set of 131online discussion threads, enabled the discovery of social dynamics occurring within the discussion threads. Preliminary investigations of these visually represented dynamics revealed two overarching patterns. One depicting uni directional interactions in which all participants referred to a single message and a second one depicting sequences of interactions organised in chain like patterns. The study suggests that these overarching patterns may imply different perceptions of knowledge as enacted by the participants, and hence possibly reveal different perceptions of teaching and learning through which it may be possible to detect collaborative and social constructivist processes. The study suggests that the visual patterns introduced should be perceived as abstractions of particular events, implying their generalisability and hence possible application to different data sets.

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Bücher zum Thema "Online discussion"

Motherhood online. Newcastle upon Tyne: Cambridge Scholars, 2011.

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The discourse of online consumer reviews. New York: Bloomsbury, 2014.

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Barnes, Renee. Fandom and Polarisation in Online Political Discussion. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14039-6.

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1944-, Shedletsky Leonard, und Aitken Joan E, Hrsg. Cases on online discussion and interaction: Experiences and outcomes. Hershey PA: Information Science Reference, 2010.

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Increasing engagement for online and face-to-face learners through online discussion practices. Phoenix, AZ: League for Innovation in the Community College, 2005.

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Shedletsky, Leonard. Cases on online discussion and interaction: Experiences and outcomes. Hershey, PA: Information Science Reference, 2010.

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Davis, Richard. Politics online: Blogs, chatrooms, and discussion groups in American democracy. New York, NY: Routledge, 2004.

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Politics online: Blogs, chatrooms, and discussion groups in American democracy. New York: Routledge, 2005.

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Cyberville: Clicks, culture, and the creation of an online town. New York: Warner Books, 1998.

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In line or out of control?: Kommunikative Anschlussnahme in Online-Diskursen. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010.

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Buchteile zum Thema "Online discussion"

Stromer-Galley, Jennifer, und Alexis Wichowski. „Political Discussion Online“. In The Handbook of Internet Studies, 168–87. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444314861.ch8.

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Zhan, Zehui, Liming Huo, Xiao Yao und Baichang Zhong. „Discussion“. In China's Formal Online Education under COVID-19, 52–63. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003188261-8.

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Hew, Khe Foon, und Wing Sum Cheung. „Asynchronous Audio Discussion“. In Student Participation in Online Discussions, 103–14. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2370-6_9.

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Nefes, Türkay Salim. „Discussion and Conclusion“. In Online Anti-Semitism in Turkey, 51–56. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137507945_4.

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Hew, Khe Foon, und Wing Sum Cheung. „Discussion on Strategy Dilemmas“. In Student Participation in Online Discussions, 49–61. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2370-6_4.

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Trampuš, Mitja, Sinan Sen, Nenad Stojanović und Marko Grobelnik. „Visualisation of Online Discussion Forums“. In Empowering Open and Collaborative Governance, 157–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27219-6_9.

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Bierwald, Jan. „Part C: Summary and discussion“. In Specialization in Online Innovation Communities, 127–42. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05318-5_4.

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Hanna, Barbara E., und Juliana de Nooy. „Culture and Online Communication“. In Learning Language and Culture via Public Internet Discussion Forums, 19–49. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235823_2.

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Hew, Khe Foon, und Wing Sum Cheung. „Case Studies on Peer Facilitation: How to Sustain Participants’ Online Discussion?“ In Student Participation in Online Discussions, 77–85. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2370-6_6.

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Abawajy, Jemal, und Tai-hoon Kim. „Online Learning Environment: Taxonomy of Asynchronous Online Discussion Forums“. In Communications in Computer and Information Science, 706–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_76.

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Konferenzberichte zum Thema "Online discussion"

A. Schultz, Robert. „The Effectiveness of Online Synchronous Discussion“. In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2646.

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I have been exploring ways to incorporate online techniques into my MBA course in Management of Information Technology. The course uses small-group discussion of case studies, so online synchronous discussion seemed appropriate. After a small-scale successful experiment, I offered most of the spring 2001 course offering online. Although the students were enthusiastic, I got the disturbing feeling students were not really learning from the online discussions. So I administered a short multiple-choice post-test to the class. I gave the same test to a later class with virtually identical material delivered traditionally. Scores were about 20% higher for the traditional group, and statistical analysis verifies that this difference is not due to chance. So synchronous online discussion seems less effective than classroom instruction in this context. I suggest possible reasons for the lesser effectiveness of this online technique and consider what other online techniques might be more effective for this material.

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Jamaluddin, M. R., R. Hashim, M. H. M. Hanafiah, M. S. Mohd Zahari und M. I. Zulkifly. „Performance evaluation of online discussion“. In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773689.

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Deschamps, Ryan. „Social learning and online discussion“. In dg.o 2015: 16th Annual International Digital Government Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2757401.2757402.

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Zhang, Amy X. „Systems for Improving Online Discussion“. In UIST '17: The 30th Annual ACM Symposium on User Interface Software and Technology. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3131785.3131845.

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Lieu, Emma. „Designing for Constructive Online Discussion“. In 35th International BCS Human-Computer Interaction Conference. BCS Learning & Development, 2022. http://dx.doi.org/10.14236/ewic/hci2022.61.

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Yamaguchi, Naoko, Takayuki Ito und Tomohiro Nishida. „A Method for Online Discussion Design and Discussion Data Analysis“. In 2018 Thirteenth International Conference on Knowledge, Information and Creativity Support Systems (KICSS). IEEE, 2018. http://dx.doi.org/10.1109/kicss45055.2018.8950662.

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Smith, Glenn. „Online Discussion: Identity Versus Anonymity and Discussion With Nonplayer Characters“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686678.

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„Predicting Successful Global Online Group Projects from Online Discussion“. In 2009 42nd Hawaii International Conference on System Sciences. IEEE, 2009. http://dx.doi.org/10.1109/hicss.2009.348.

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Elyashar, Aviad, Jorge Bendahan, Rami Puzis und Maria-Amparo Sanmateu. „Measurement of Online Discussion Authenticity within Online Social Media“. In ASONAM '17: Advances in Social Networks Analysis and Mining 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3110025.3110115.

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Zheng, Xueling, Yiu Ming Lai, K. P. Chow, Lucas C. K. Hui und S. M. Yiu. „Sockpuppet Detection in Online Discussion Forums“. In 2011 Seventh International Conference on Intelligent Information Hiding and Multimedia Signal Processing (IIH-MSP). IEEE, 2011. http://dx.doi.org/10.1109/iihmsp.2011.69.

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Berichte der Organisationen zum Thema "Online discussion"

O'Leary, Ros. Online Communication using Discussion Boards. The Economics Network, April 2005. http://dx.doi.org/10.53593/n1137a.

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Quinn, Michael A. Online Projects Using Discussion Boards. Bristol, UK: The Economics Network, Januar 2007. http://dx.doi.org/10.53593/n596a.

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López-Francés, Inmaculada, Evelyn E. Moctezuma-Ramírez, Fran J. Garcia-Garcia, Natalia Gandia Carbonell und Cristian Molla Esparza. Design, implementation and evaluation of Online Discussion Forums in undergraduate studies: Protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juni 2021. http://dx.doi.org/10.37766/inplasy2021.6.0029.

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Melati, Kuntum, Jaee Nikam und Phuong Nguyen. Barriers and drivers for enterprises to transition to circular economy. Stockholm Environment Institute, November 2021. http://dx.doi.org/10.51414/sei2021.029.

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This brief provides an overview and discussion of barriers and drivers for enterprises to adopt circular economy practices. The research involved a literature review, an online survey with enterprises in the Southeast Asian region, and an in-person workshop discussing circular practices with private companies and other circular economy stakeholders. Business leaders and enterprises often understand the benefits of circular economy approaches but lack appropriate support from policy and financial institutions to make the necessary investments towards change.

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Ray, Deepayan Basu. An African Response to COVID-19: From principled first response to just recovery. Oxfam, April 2021. http://dx.doi.org/10.21201/2021.7444.

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In November 2020 Oxfam and SOAS facilitated an online high-level event to bring together African and international policy and public-health professionals to discuss their experiences during the COVID-19 pandemic, and offer insights into strategies and policies they have enacted in their respective contexts. Speakers tackled a wide range of issues, including government strategies and policies implemented, public health messaging and community engagement, varying threads of intersectionality and an honest discussion about gaps and additional support. This ‘outcomes’ paper draws out the key themes, trends and recommendations emerging from the discussions to inform a people-not-profit-centric Covid response.

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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor und Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, Oktober 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko und Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.

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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, Juni 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.

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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, Juni 2014. http://dx.doi.org/10.34074/ocds.32014.

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Brown, Nicholas, Hannah Macdonell, Emilie Stewart-Jones und Stephan Gruber. Permafrost Data Systems: RCOP 2021 Data Workshop Report. NSERC/Carleton University, November 2021. http://dx.doi.org/10.22215/pn/10121001.

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NSERC PermafrostNet hosted a data systems workshop at the 2021 Regional Conference on Permafrost, held online in October 2021. The workshop featured invited speakers Ashley Rudy from the Northwest Territories Geological Survey and Jeanette Nötzli from the Swiss Permafrost Monitoring Network (PERMOS). Attendees participated in breakout rooms and plenary discussion to identify current problems and limitations with permafrost data systems and to recommend how efforts can be better connected or coordinated. The final report summarizes the conclusions and provides a record of the interactions and discussions that occurred. The workshop follows the 2020 Permafrost Data Workshop, which highlighted the importance of a community of practice and ongoing communication to improve the interoperability of permafrost data. In addition to the concrete objectives of identifying challenges and recommendations, the 2021 workshop was a way for members of the permafrost community to share ideas, and to cross-pollinate knowledge between sectors and disciplines of permafrost science.

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