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Gallant, Jenny Jin Ying. "Dilemmas in an online academic discussion". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/16682.
Pełny tekst źródłaWang, Benjamin Luke. "Developing courseware to support online discussion". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33384.
Pełny tekst źródłaIncludes 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.
Zheng, Xueling, i 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.
Pełny tekst źródłaAbu, Ziden Azidah. "Personal Learning in Online Discussions". Thesis, University of Canterbury. University Centre for Teaching and Learning, 2007. http://hdl.handle.net/10092/1063.
Pełny tekst źródłaLou, Lai Chu. "Alternative political discussion in Macau's online forums". Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1874131.
Pełny tekst źródłaAragón, Pablo. "Characterizing online participation in civic technologies". Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668042.
Pełny tekst źródłaEsta 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.
Parisio, Martin Luke. "University teachers' conceptions of learning through online discussion". Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7023.
Pełny tekst źródłaKlisc, 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/.
Pełny tekst źródłaHockersmith, Patrick M. "Reproducing conflict in an online group". Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/p%5Fhockersmith%5F050605.pdf.
Pełny tekst źródłaAllan, 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.
Pełny tekst źródłaLiebeck, Matthias [Verfasser]. "Automated Discussion Analysis in Online Participation Projects / Matthias Liebeck". Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2018. http://d-nb.info/1172967970/34.
Pełny tekst źródłaKleman, Nadine. "Categorization of Medically-relevant Inquiries from Online Discussion Forums". Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1545172252981572.
Pełny tekst źródłaHoekman, Annie. "Examining patterns of student participation in online discussion boards". Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35323.
Pełny tekst źródłaDepartment of Educational Leadership
W. Franklin Spikes
This research examined the nature of the patterns of communication of discussion board users who were enrolled in undergraduate level online courses. For purpose of analysis, this study used Norman Fairclough’s Critical Discourse Analysis (CDA) framework (1992). Data were collected from discussion board posts of eight undergraduate online courses that were offered by a small, private, religiously-affiliated, liberal arts university. An examination of these data was further informed by Garrison, Anderson, & Archer (1999) Community of Inquiry model. Using Garrison et al.’s ideas, the researcher described the nature of the interactions between students and faculty with respect to social, cognitive, and teaching presence in online discussion boards. The findings of this research suggest that understanding the presence of social, cognitive, and teaching presence as well as the nature of the patterns of communication in the discourse is important in developing quality distance education discussion boards. More specifically, they showed that evidence of social and teaching presence was regularly present in an examination of the online discussion boards. Conversely, the data showed very few examples of cognitive presence. Based upon the findings of this research, ideas for how constituents of online education can continue with and improve upon the practices found here relative to social and teaching presence as well as how to re-envision and improve upon cognitive presence and overall-intention for discussion boards were also offered.
Aldén, Joakim. "Hedging Rule Discussions : A study on hedging and emoticons in an online board game discussion forum". Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30536.
Pełny tekst źródłaLiao, Yi-Yao. "PROMOTING ONLINE DISCUSSION PARTICIPATION BY INTEGRATING IDENTITY-ENHANCING FEATURES FROM DIGITAL GAMES". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193847811.
Pełny tekst źródłaAbedi, Ali. "Common Characteristics of Effective Online Training| A Theoretical Discussion and Framework for Online Course Design". Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125250.
Pełny tekst źródłaOnline learning offers a convenient and popular choice for those needing courses to accommodate busy schedules. These include busy professionals, students with limited or no access to physical training facilities, businesses with diverse and global workforces, and students studying on campus. Online learning has experienced steady growth in both the academia and business worlds in recent years. Despite this steady adoption rate, however, there is a gap in the literature for empirical research to determine common factors of successful online courses. The Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts (FICECLC) Theory, a modern online-learning theoretical framework, states that the purpose of an online course is to transfer knowledge to the learner via his/her interaction with other learners, the course, and the instructor. This mixed-method study investigated online student course success with respect to student interaction by validating the FICECLC Theory framework by examining the correlation between student social interactions and progress for an online course built on the basis of the FICECLC Theory and an online course not built on the basis of the FICECLC Theory. Descriptive statistics, Mann-Whitney U test and Pearson’s Correlation found no statistically-significant difference between the levels of student interaction, correlation of student interactions to success, and student performance levels between the students from the online course built on the basis of the FICECLC Theory and the students from the online course not built on the basis of the FICECLC Theory. Themes from semi-structured interviews found that social interaction in an online course is not a precondition for course success, but an interactive course content and instructor support, when oriented to promoting application based course exercises, are. The interaction between the student, content, and instructor can lead to deep learning if the interactions among them are multi-directional and centered on content-based exercises.
Siemens, George. "Orientation : sensemaking and wayfinding in complex distributed online information environments". Thesis, University of the Highlands and Islands, 2012. https://pure.uhi.ac.uk/portal/en/studentthesis/orientation(f20496fc-222d-4dbe-ade6-2fd90c9cc251).html.
Pełny tekst źródła駱惠儀 i Wai-yi Begonia Lok. "Influence of online discussion on classroom learning: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256661.
Pełny tekst źródłaAkmanlar, Elif. "Creating personas from online discussion logs : Case study: Bitcoin users". Thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-302868.
Pełny tekst źródła“Personas” är användbara redskap som används för att öka kvaliteten vid design av användargränssnitt, och de kan skapas utifrån flera olika typer av användarstudier. Emellertid kan det vara förenat med svårigheter för designers att nå ut till relevanta användargrupper. Det är också tidsödande och resurskrävande att förbereda intervjuer och observationer med användare för att få fram den precisa informationen som behövs från insamlade data. Dessutom kan det vara svårt för användare att erinra sig viktig information om de inte ombeds föra dagbok. Denna uppsats syftar till att föreslå en alternativ typ av användarstudie genom att ta reda på om diskussionsforum på Internet kan erbjuda den information som är nödvändig för att konstruera Personas. En ny metod bestående av ett antal procedurella steg för att analysera innehållet i diskussionsforum presenteras och implementeras på användargrupperna kring Bitcointeknologin och dess användning. Resultatet visar att loggar från online diskussioner utgör en rik informationskälla som väl lämpar sig för att konstruera Personas. Slutligen presenteras en segmentering av användarna kring Bitcoin i fem stycken väl utvecklade Personas.
McGuinness, Andrea Lynn. "Online Discussion Boards Foster Critical Views In Students' Research Writing". University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311267109.
Pełny tekst źródłaWitschge, Tamara. "(In)difference online the openness of public discussion on immigration /". [S.l : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2007. http://dare.uva.nl/document/123121.
Pełny tekst źródłaYang, Wen. "Self-expression and discourse on female sexuality online sex discussion forums in contemporary China /". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182025.
Pełny tekst źródłaLiu, Xudong. "WHAT EVOKES QUALITY OPINIONS ONLINE? AN EXPLORATORY STUDY OF ONLINE POLITICAL DISCUSSION CONTENT AND PSYCHOLOGICAL FACTORS INFLUENCING PEOPLE'S INTENTION TO EXPRESS DISAGREEMENT ONLINE". OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/344.
Pełny tekst źródłaSilva, Liliane Pereira da. "As dificuldades de comunicação argumentativas em fóruns de discussão online com finalidade pedagógica". Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14138.
Pełny tekst źródłaSecretaria da Educação do Estado de São Paulo
The aim of this research was to verify how argumentation occurs in an online educational forum as well as to map the interaction network in the analyzed forum, observing how the discussion was set up in it. The research was held with a group of Práticas de Leitura e Escrita na Contemporaneidade, offered by Secretariat for Education of São Paulo (SEE-SP) in association with Pontifical Catholic University of São Paulo (PUC-SP) in the Post-graduation Program of Applied Linguistics and Language Studies (LAEL). The course was exclusively online and attended by aproximately 10,000 teachers of all disciplines of Basic Education II, teacher-coordinators (PCs), teacher-coordinators and teaching supervisors of the state schools in São Paulo. The theoretical basis that guided the research was divided into three aspects: the first one related to interaction, according to Gunawardena, Lowe and Anderson (1997) and Anderson and Kanuka (1998); the second one related to language analysis in a real context of use, guided by Systemic Functional Linguistics, more precisely by the concept of Contextual Configuration (CC) and generic structure potential (GSP) developed by Halliday e Hasan (1989); and the third one related to argumentation in discussion forums according to the studies of Coffin, Painter and Hewings (2005). Based on the qualitative analysis of the discussion forum, it was possible to verify how interaction and argumentation can relate in the environment. As the interaction develops better, the possibilities of deepening the discussion increase, and, consequently, the chances of developing more argumentative strategies increase too. It was also possible to realize how the articulation between the interaction development and discussion is like in relation to the type of mediation that occurred in the analyzed environment
O objetivo desta pesquisa foi verificar como a argumentação ocorreu em um fórum de discussão online com finalidade educacional, bem como mapear a rede das interações no fórum analisado, observando como a discussão se configurou. A pesquisa foi realizada com uma turma do Curso Práticas de Leitura e Escrita na Contemporaneidade, oferecido pela Secretaria da Educação do Estado de São Paulo (SEE-SP) em parceria com a Pontifícia Universidade Católica de São Paulo, por meio do Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem (LAEL). O curso foi oferecido totalmente a distância, via internet, para cerca de 10.000 professores de todas as disciplinas da Educação Básica II, professores-cordenadores (PCs), professores-cordenadores de Oficina Pedagógica (PCOPs) e supervisores de ensino da rede pública estadual paulista. A fundamentação teórica que orientou a pesquisa foi dividida em três eixos: o primeiro, em relação à interação, a partir dos pressupostos de Gunawardena, Lowe e Anderson (1997) e Anderson e Kanuka (1998); o segundo, em termos de análise da linguagem em um contexto real de uso, orientado pela Linguística Sistêmico-Funcional, a partir dos conceitos de configuração contextual (CC) e de estrutura potencial genérica (EPG), desenvolvidos por Halliday e Hasan (1989); e, finalmente, o terceiro, em relação à argumentação em fórum de discussão, de acordo com os estudos de Coffin, Painter e Hewings (2005). A partir da análise qualitativa do fórum de discussão, foi possível constatar como interação e argumentação podem se relacionar nesse ambiente: quanto mais desenvolvida a interação, maior será a possibilidade de se aprofundar a discussão e, dessa forma, desenvolverem-se estratégias argumentativas. Foi possível também perceber como se deu a articulação entre o desenvolvimento da interação e da discussão em relação ao tipo de mediação que ocorreu no fórum analisado
Herbert, Rebecca Zhi. "Online facilitation on a teacher training course with blended learning : tutoring development in asynchronous online discussion". Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541969.
Pełny tekst źródłaBurtis, Shawna Marie. "Gender differences in discussion strategies of asynchronous online undergraduate psychology major students". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3753.
Pełny tekst źródłaCanelon, Jesus Herman. "Do Facework Behaviors Matter During Conflicts Among Online Discussion Team Members?" Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/15.
Pełny tekst źródłaDillon, Kenneth Walter. "A study of the role of an online community in the community in the professional learning of teacher librarians". University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001422/.
Pełny tekst źródłaBain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences". Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.
Pełny tekst źródłaGolden, Shawn. "IMPACT OF COMMUNICATION MODES ON DISCUSSION IN K–12 ONLINE EDUCATION". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405679223.
Pełny tekst źródłaBrownlow, Charlotte Louise. "The construction of the autistic individual : investigations in online discussion groups". Thesis, University of Brighton, 2007. https://research.brighton.ac.uk/en/studentTheses/2c40b138-5b44-4e8e-b1b9-89aa3844b54d.
Pełny tekst źródłaLiljeström, Monica. "Learning text talk online : Collaborative learning in asynchronous text based discussion forums". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34199.
Pełny tekst źródłaWaltonen-Moore, Shelley. "A grounded theory of Online GROUP Development as seen in asynchronus threaded discussion boards". Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1185649473.
Pełny tekst źródła"August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Qetler Jensrud; Committee members, Evangeline Newton, Denise Stuart, Sandra Coyner, John Savery; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
McDonald, Jacquelin. "The role of online discussion forums in supporting learning in higher education". University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003588/.
Pełny tekst źródłaLai, Yiu-ming, i 黎耀明. "Automatic identification of hot topics and user clusters from online discussion forums". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47849952.
Pełny tekst źródłapublished_or_final_version
Computer Science
Master
Master of Philosophy
COLINO, ANA CYLENE VALENTE. "PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4005@1.
Pełny tekst źródłaO presente estudo tem por objetivo investigar o processo de reflexão profissional co-construído por um grupo de profissionais de ensino de Inglês que se engajaram em um grupo de discussão on-line inserido no contexto profissional brasileiro no qual eles atuam: em um Instituto de Ensino de Línguas. A investigação deste processo é feita neste estudo interpretativo através da análise do discurso dos 64 enunciados produzidos pelos participantes em um período de um mês e dez dias. Como participante da comunidade discursiva institucional estudada, a professora - pesquisadora ressalta a importância da linguagem e da presença do outro - do interlocutor - no processo reflexivo profissional. A análise da negociação de significado e da construção do conhecimento permitiu mapear quatro processos reflexivos, a saber: a intensificação da observação, a descrição da prática para si e para o outro, a interação com o outro, e o questionamento da prática profissional. Constatou-se também a valiosa contribuição trazida pela Comunicação Mediada por Computador para a prática reflexiva como incentivo à educação continuada do professor.
The aim of this research is to investigate how the process of professional reflection was co-developed by a group of English language teaching professionals who engaged in an On-line Discussion Group designed within a Brazilian professional environment at which those professionals work. The inquiry consists of an interpretative study, which analyzes 64 exchanges produced over the period of one month and ten days. As a participant of the institutional discourse community being focused, the teacher-researcher highlights the presence of the other - the interlocutor - in the process of professional reflection. The analysis of the negotiation of meaning and the construction of knowledge was useful to map four reflective processes, such as: intensification of observation, description of professional practice to oneself and to the other, interaction with the other and questioning of professional practice. The valuable contribution brought by Computer Mediated Communication to the reflective practice, as a way to foster in-service teacher education and professional development as well, was one of the greatest findings.
Warren, Amber N., i Natalia Ward. "Promoting Culturally and Linguistically Sustaining Teaching Through Online Discussion of Case Studies". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5944.
Pełny tekst źródłaVerdile, Samantha. "Corrections Policies in Online Journalism: A Critical Analysis, Ethical Discussion and Typology". Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275686495.
Pełny tekst źródłaMcbride, Holly. "Presentation of Civic Identity in Online High School Social Studies Discussion Forums". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5268.
Pełny tekst źródłaBarratt, Monica Jane. "Beyond internet as tool: A mixed-methods study of online drug discussion". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1093.
Pełny tekst źródłaAlmalhy, Khalid Mutlaq. "THE IMPACT OF ADDING LIVE VIRTUAL CLASSROOM DISCUSSION TO ASYNCHRONOUS ONLINE DISCUSSION IN A BLENDED INFORMATION AND COMMUNICATION TECHNOLOGY COURSE". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1271.
Pełny tekst źródłaYang, Wen, i 楊文. "Self-expression and discourse on female sexuality: online sex discussion forums in contemporary China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182025.
Pełny tekst źródłaSkogs, Julie. "Language and interaction in online asynchronous communication in university level English courses". Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34757.
Pełny tekst źródłaThe four case studies presented in Language and interaction in online asynchronous communication in university level English courses investigate written discussion forum interaction in a computer-mediated learning environment. These studies deal with different, yet related, aspects of discussion forum communication. Aspects included are the labeling and response patterns of messages, community-building strategies among participants and features of informal conversation and formal academic writing in the messages. Building on discourse analysis combined with content analysis and corpus method, the work systematically examines the linguistic patterns of communication in the discussion forums. The findings show that there are multiple factors at work simultaneously that affect the linguistic choices by the discourse participants. The constraints and opportunities of the communication are not only connected to the fact that it is computer-mediated, but also to the fact that it is written and in a particular academic environment. Knowledge of the choices available and of what factors potentially affect them is useful for anybody involved in research on net-based teaching and learning.
Zapko, Karen A. "The use of reflection and inquiry in an online clinical post-conference". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383645020.
Pełny tekst źródłaLai, Ming. "The role of argumentation in online knowledge building activities". Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4370394X.
Pełny tekst źródłaCobo, Rodríguez Germán. "Parameter-free agglomerative hierarchical clustering to model learners' activity in online discussion forums". Doctoral thesis, Universitat Oberta de Catalunya, 2014. http://hdl.handle.net/10803/133926.
Pełny tekst źródłaEl análisis de la actividad de los estudiantes en los foros de discusión online acarrea un problema de modelización altamente dependiente del contexto, el cual puede ser planteado desde aproximaciones tanto teóricas como empíricas. Cuando este problema es abordado desde el ámbito de la minería de datos, el enfoque más comúnmente adoptado es el de la clasificación no supervisada (o clustering), dando lugar, de este modo, a un escenario de clustering en el que el número real de clusters es a priori desconocido. Por tanto, esta aproximación revela una cuestión subyacente, la cual no es sino uno de los problemas más conocidos del paradigma del clustering: la estimación del número de clusters, habitualmente seleccionado por el usuario acorde a algún tipo de criterio subjetivo que puede conllevar fácilmente la aparición de sesgos indeseados en los modelos obtenidos. Con el objetivo de evitar cualquier intervención del usuario en la etapa de clustering, dos nuevos criterios de unión entre clusters son propuestos en la presente tesis, los cuales, a su vez, permiten la implementación de un nuevo algoritmo de clustering jerárquico aglomerativo libre de parámetros. Un completo conjunto de experimentos indica que el nuevo algoritmo de clustering es capaz de proporcionar soluciones de clustering óptimas frente a una gran variedad de escenarios de clustering, siendo capaz de lidiar con diferentes clases de datos, así como de mejorar el rendimiento ofrecido por los algoritmos de clustering más ampliamente utilizados en la práctica. Finalmente, una estrategia de análisis de dos etapas basada en el paradigma del clustering subespacial es propuesta a fin de abordar adecuadamente el problema de la modelización de la participación de los estudiantes en las discusiones asíncronas. Combinada con el nuevo algoritmo clustering, la estrategia propuesta demuestra ser capaz de limitar la intervención subjetiva del usuario a las etapas de interpretación del proceso de análisis y de dar lugar a una completa modelización de la actividad llevada a cabo por los estudiantes en los foros de discusión online.
The analysis of learners' activity in online discussion forums leads to a highly context-dependent modelling problem, which can be posed from both theoretical and empirical approaches. When this problem is tackled from the data mining field, a clustering-based perspective is usually adopted, thus giving rise to a clustering scenario where the real number of clusters is a priori unknown. Hence, this approach reveals an underlying problem, which is one of the best-known issues of the clustering paradigm: the estimation of the number of clusters, habitually selected by user according to some kind of subjective criterion that may easily lead to the appearance of undesired biases in the obtained models. With the aim of avoiding any user intervention in the cluster analysis stage, two new cluster merging criteria are proposed in the present thesis, which allow to implement a novel parameter-free agglomerative hierarchical algorithm. A complete set of experiments indicate that the new clustering algorithm is able to provide optimal clustering solutions in the face of a great variety of clustering scenarios, both having the ability to deal with different kinds of data and outperforming clustering algorithms most widely used in practice. Finally, a two-stage analysis strategy based on the subspace clustering paradigm is proposed to properly tackle the issue of modelling learners' participation in the asynchronous discussions. In combination with the new clustering algorithm, the proposed strategy proves to be able to limit user's subjective intervention to the interpretation stages of the analysis process and to lead to a complete modelling of the activity performed by learners in online discussion forums.
Zhang, Rui. "Alternative medicine and media: a comparison of online newsgroup discussion and newspaper coverage". Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/577.
Pełny tekst źródłaMoshtagh, Khorasani Manouchehr. "The development of controversies from the early modern period to online discussion forums". Bern Berlin Bruxelles Frankfurt, M. New York, NY Oxford Wien Lang, 2008. http://d-nb.info/99161173X/04.
Pełny tekst źródłaLi, Yiyan Stella, i 李藝燕. "Three essays on consumer behavior in Virtual Community: eWOM, online trust, and dynamic impacts on brandselection". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38800184.
Pełny tekst źródłaAbendschön, Simone. "Politische Online-Öffentlichkeit : abseits vom Mainstream der Printmedien?" Universität Potsdam, 2005. http://opus.kobv.de/ubp/texte_eingeschraenkt_welttrends/2010/4799/.
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