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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.
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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, e 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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Liebeck, 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.
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Kleman, 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.
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Hoekman, Annie. "Examining patterns of student participation in online discussion boards". Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35323.
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Doctor of PhilosophyDepartment 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.
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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.
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In everyday language, people tend to speak in a non-committing fashion when making claims, either to save their own face or to save another person’s face. In linguistics, this is called hedging, with common words and expressions such as probably, assume and I don’t know often revealing that a hedging speech act has been performed. In computer-mediated communication, Skovholt et al. (2014) discovered that emoticons, rather than signaling the sender’s emotions, were used to hedge. This study aims to further investigate the matter by looking at how users on a board game forum hedge when speaking about board games’ complexity with the research question “do more complex games involve more hedge usage on the board game forum Boardgamegeek?” as the point of departure. Data was taken from forum posts tagged with rules. The results showed that complexity barely increases the likelihood of hedging, with a slight edge given to simpler games.
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Liao, 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.
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Abedi, 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.
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Online 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.
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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.
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This thesis researches how individuals make sense of information and find their way in complex online environments. Global information communication networks are today accessible to almost everyone. One consequence of this network is greater ease of interaction with friends and colleagues from around the world. Another consequence is an increase in the amount of information that individuals face on a daily basis. People experience much of this information in fragments, from different sources, and in different media formats. In order to act meaningfully in a particular context, individuals form coherence around the information that they encounter. Making sense of this information is a challenging and on-going task, especially in advanced economies where knowledge-related work is a growing segment of the economy. Developing a coherent view of new information, and how it relates to existing information, is important in preparing individuals and organizations for decision-making, planning, and capacity for action. This research study considers the cognitive, social, technological, and spatial strategies that individuals use when they navigate the structure of, and content in, a large open online course with over 2,200 participants. The research includes a social network analysis of the participation patterns of learners in an open online course as well as a grounded theory exploration of the techniques and strategies those learners utilize in their learning. The theory that emerges from the research is the Sensemaking Wayfinding Information Model (SWIM) that details how individuals orient themselves through self-directed activities, as part of social networked systems, and through the use of technologies. This model centres on the information habits of individuals and emphasizes the centrality of identify formation, navigation, social interactions, and sensegiving activities. The social networks that form as individuals make sense of topics indicate the importance of participation, active engagement, language-based activities and artefact creation (such as naming concepts, creating word images, or creating images, diagrams, and videos), and sustained involvement over time.
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駱惠儀 e 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.
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Akmanlar, 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.
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Personas are useful design tools that are used for improving the quality of the design and they can be created with the help of various user research methods. However, it is hard for designers to reach out the relevant group of users. Also, it is time and effort consuming to set the interviews & observations with the users and pull the precise information from the gathered data. Moreover, users can recall a limited amount of their memories when they are asked unless they are keeping a diary. This study aims to suggest an alternative user research method by figuring out if the online discussions are capable of supplying the necessary information which will be the basis for the Persona. As a result, a set of procedural steps are designed for analyzing the online discussion content and it is implemented to a case where the community is trying to develop the Bitcoin technology and its usage. It appeared that discussion logs are such a rich source of information which covers the necessary input for Personas. Finally, Bitcoin users are segmented and five vivid Personas are created.“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.
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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.
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Witschge, 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.
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Yang, 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.
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Liu, 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.
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This study first tests the factors influencing the willingness to express opinions online. Guided by the spiral of silence theory, the research used a survey to test whether fear of isolation and opinion congruency work online. Second, the study explores how psychological constructs, including self-efficacy, collective efficacy, and proxy efficacy affect the willingness to express disagreement. A 2 × 2, verbal persuasion × vicarious experience, experiment was applied. Third, this study also conducted a content analysis to measure disagreement expressions in online newspapers and test how these expressions affect opinion quality and online discussion involvement. The survey study (N=321) showed that while fear of isolation online negatively predicts the willingness to express individual opinions, opinion climate congruency is not associated with the willingness. The online experiment demonstrated that mastery experience and verbal persuasion positively influence self-efficacy, but vicarious experience's effect was not confirmed. Self-efficacy plays the most salient role in predicting whether one selects to express disagreement online. The content analysis (N=1,288) of the discussion threads demonstrated that disagreement expression is widespread in the online newspaper forums analyzed, and such expression positively influences reasoned opinions and political discussion engagement.
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Silva, 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.
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Previous issue date: 2010-04-07Secretaria 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
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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.
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Burtis, Shawna Marie. "Gender differences in discussion strategies of asynchronous online undergraduate psychology major students". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3753.
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Numerous studies have focused on gender differences in communication in various learning settings and have found that men and women typically communicate in different ways; however, no studies have directly investigated undergraduate psychology major students. Based on symbolic convergence theory, a survey design was in this quantitative study to examine gender differences in online discussion strategies among undergraduate psychology student majors at online universities. Focusing on 4 asynchronous online discussion strategies, the research questions addressed gender differences in discussion strategies while controlling for students' previous experience with online learning and level of study in their current program. A convenience sample of 117 online undergraduate psychology majors completed the Discussions Strategies Scale-Asynchronous. Using independent t-tests and an analysis of covariance, the results revealed no significant gender difference in 2 of the 4 discussion strategies of undergraduate psychology majors when controlling for level in program and previous experience with online learning programs. The discussion strategies of Elaboration and Interaction had a significant gender difference. After further analysis, it was determined the covariate of level in program was the significant factor contributing to these results. Understanding how this specific group of students communicates within discussions can lead to positive social change by allowing instructional designers to create more effective online discussions, and such understanding can assist instructors in approaching students in more engaging ways. Students who have better experiences in classroom can become more knowledgeable practitioners.
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Canelon, Jesus Herman. "Do Facework Behaviors Matter During Conflicts Among Online Discussion Team Members?" Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/15.
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According to researchers, face is an important possession carried by individuals into interactions with others. Face has been studied in diverse areas such as: politeness, compliance gaining, emotional discourse, negotiations, face-negotiation theory, and conflict. Perhaps because of its value, face can be vulnerable during conflict situations. Facework behaviors are the communicative strategies that people use during conflicts to protect face (theirs or others), threaten others' face, and to avoid or resolve conflicts. So far, studies about facework behaviors have focused on face-to-face interactions. Preliminary studies have shown: a. facework behaviors may affect the outcomes of online discussion teams, b. sex may play a role in the relationship between facework behaviors and online discussion outcomes, and c. conflicts among online discussion team members may influence discussion outcomes. This research explores more completely the role that facework behaviors play during conflicts, their influence on online discussion outcomes, and the role that sex plays in these matters. Data gathered from surveys and transcripts of participants' online discussion postings show that facework behaviors: a. influence conflict levels, b. influence the outcomes of the online discussion teams, and c. play a moderating role on the relationship between conflicts and online discussion outcomes. They also indicate that sex plays a moderating role in these relationships. Moreover, this study shows that the typology of facework behaviors, originally developed to describe face-related aspects of face-to-face interactions, has value in understanding online discussions.
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Dillon, 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/.
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The thesis has its origins in a concern that teacher librarians in schools throughout Australia were disadvantaged in the development of their professional learning due to their professional and often geographical isolation in schools. A listserv (online discussion network) called OZTL_NET was developed to facilitate the enhancement of teacher professional learning for this group of teachers. OZTL_NET has been available to teacher librarians and others interested in teacher librarianship for over nine years. The study sought to determine whether usage of OZTL_NET was associated with the enhancement of teacher librarians’ professional learning. The study also explored the characteristics of teacher professional learning from the literature and sought to determine which characteristics of online communities may contribute to teacher professional learning. A case study design for the research was adopted using a mixed methods approach. The methods of data collection were a web survey and semi-structured interviews. Quantitative and qualitative data were collected and analysed and a detailed description of the object of study, OZTL_NET, was provided. A major finding of this study was that usage of OZTL_NET was significantly related to the enhancement of teacher professional learning. It was concluded that online learning communities may provide appropriate contexts for teacher professional learning and that, in relation to the case of OZTL_NET, various aspects of the concept of online learning communities and, to a lesser extent, communities of practice, are portrayed in the listserv. The findings supported the assertion that online learning communities have the potential to enhance the professional learning of teachers and provide opportunities for teachers to learn online. The study also revealed that community building online is a complex and demanding activity. Usability and sociability factors must be carefully considered and developed over the lifetime of the community. This process should include input from the community, the leadership of which should be broad-based and inclusive. Two broad principles emerged from the research that provide guidance for the management of listservs for teacher professional learning online. First, the study revealed that involvement and collaboration were critical ingredients in teacher professional learning online. Involvement was portrayed not only in the learning that ensued from the interactivity that necessarily underpins the sharing of tacit knowledge through information exchange and professional discussion between and among subscribers online but also by individuals through less obvious means such as lurking, archive searches and off-list communications. In terms of collaboration, this study found that in addition to high levels of trust, subscribers experienced a strong sense of collegiality and support as members of OZTL_NET. Second, the major finding above confirms that involvement and collaboration are strongly related to individual and collective orientations of teacher professional learning. The broad concept of individual or collective orientation recognises that teacher professional learning occurs in both orientations online as it does offline. Teachers have long recognised their colleagues as their major source of professional information. The difficulty in the past has been in the identification of a means by which teachers can readily access a wider pool of colleagues with whom they can discuss important issues, seek advice and so on. This is particularly important for teachers who are professionally isolated as a consequence of their teaching speciality (such as teacher librarians) and those who are geographically isolated making real time meetings with colleagues expensive and/or impracticable. In this context listservs such as OZTL_NET can play a critical role in providing the infrastructure to support distributed models of teacher professional learning online.
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Bain, 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.
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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.
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Golden, 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.
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Brownlow, 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.
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Liljeström, 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.
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The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking. Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.
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Waltonen-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.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2007."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.
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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/.
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[Abstract]: This study investigates the contribution of asynchronous, online discussion forums to student learning in an Australian, online postgraduate course. The study of online forums is an emerging field of research and therefore calls for a methodology suited to the context where knowledge and application is still at the exploration stage. Grounded theory – an open, qualitative methodology – was chosen as an appropriate method to explore the nature of the interaction in the online forums.The grounded theory analysis of the data revealed that participant interaction did generate instructional design knowledge across a range of conceptual levels. The study also showed that interaction was effectively facilitated through the use of asynchronous text-based forums, and that participants used the online interaction to build a learning community and to generate knowledge within the learning community. These findings, although from a small case study, help to justify the widespread use of discussion forums in higher education.The research findings revealed that participant interaction was a key component that enabled the teachers and learners to build and participate in an online learning community. The subcategories that emerged from participant interaction – teaching role, building a learning community and generating knowledge – were all contributing categories to the core category: interaction as a facilitator of learning. Research revealed that the teacher had an important role in managing and facilitating the interactive online learning environment, through both design and implementation of the course. The teaching role was complex and integral in the building of a learning community and facilitating knowledge generation.One outcome of particular interest for online researchers is that most of the categories that emerged from the data in this study strongly correlated to the categories in the Interaction Analysis Model (IAM); as well as categories identified by the Canadian Institute of Distance Education Research (CIDER), the research arm of the Centre for Distance Education at Athabasca University. The grounded theory approach in this study generated similar categories to CIDER and IAM, despite the research being conducted without any reference to categories existing in the literature. The correlation between the CIDER, IAM and my categories provides credibility to each set of research outcomes. Also, it can be argued that the correlation between findings of independently conducted research studies means that these categories can be more confidently generalised to other online contexts. While the CIDER categories are now being applied in a number of empirical studies, I suggest that further research in a range of contexts is required to confirm whether these are “the” important variables in online interaction.The grounded theory approach generated categories unique to this research and provided a framework for the design and implementation of interactive online learning. From these findings, the literature, and personal experience, recommendations are presented in regard to design principles, a design framework, and implementation strategies and tactics. The implications of online learning for institutional policy and practice are outlined, and a reflection on the online teaching role is presented – one that challenges some existing conceptions of a diminished role for online teachers. The debate surrounding the role of teaching in learning-centred pedagogy is an important discussion for higher education.
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Lai, Yiu-ming, e 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.
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With the advancement of Internet technology and the changes in the mode
of communications, it is found that much first-hand news have been discussed
in Internet forums well before they are reported in traditional mass media.
Also, this communication channel provides an effective channel for illegal activities
such as dissemination of copyrighted movies, threatening messages and
online gambling etc. The law enforcement agencies are looking for solutions to
monitor these discussion forums for possible criminal activities and download
suspected postings as evidence for investigation. The volume of postings is
huge, for 10 popular forums in Hong Kong; we found that there are 300,000
new messages every day. In this thesis, we propose an automatic system that
tackles this problem. Our proposed system downloads postings from selected
discussion forums continuously and employs data mining techniques to identify
hot topics and cluster authors into different groups using word based user
profiles. Using these data, we try to locate some useful trends and detect crime
from the data, the result is discussed afterward with include advantages and
limitations of different approaches and at the end, there is a conclusion of the
way to solve those problems and provide future direction of this research.published_or_final_version
Computer Science
Master
Master of Philosophy
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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.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO 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.
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Warren, Amber N., e 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.
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Verdile, 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.
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Mcbride, Holly. "Presentation of Civic Identity in Online High School Social Studies Discussion Forums". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5268.
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Twenty-first century high school students' learning experience in an online setting is no longer limited by a time-constrained schedule, lack of resources, teachers' formalities, and restrictions affecting learning progressions. The list of benefits to the virtual learning experience is vast, however, there are substantial pitfalls and ambiguities that must be resolved. One of the pitfalls for social studies educators is their ability to properly measure whether or not students are gaining prudent civic competences, skills, and dispositions. The mission of social studies education is the acquisition of civic knowledge, but more importantly, the overall development of a lifelong caring, active, and educated citizenry. Yet, online high school social studies instructors are faced with a quandary when attempting to find optimal and indirect techniques toward achieving this end.
Through a review of literature, fostering effective discussions in online courses allows students to indirectly learn and practice democratic processes authentically. This current qualitative research study is a discourse analysis that attempts to understand how students' civic identities are constructed and presented through structured, weekly asynchronous discussion forums in five online high school social studies courses in Florida. The examination of students' language-in-use in relation to civic identity construction and/or exhibition is a crucial element for virtual social studies instructors to consider when attempting to understand how young people are civically (and politically) connected to their communities in a digital age; in present times and in the future.
This study's four major findings were: (1) students revealed utilitarian and social justice elements within their civic identities; (2) students' showed an eagerness to question and analyze society and the government; (3) the data revealed concrete instances of civic identity exhibition along with civic engagement testimonies; and (4) the interactions that transpired within the discussion forums were a vehicle for civic identity development. The majority of these students did not display an achieved civic identity status due to their lack of an advanced historical and political knowledge base; however, knowledge and skills only comprise a portion of one's civic identity. In addition, results showed that students need to engage in more self-reflection or self-discovery activities, more opportunities to experience an authentic connection with their community through activities like service-learning projects, and more time spent on developing sound 21st century democratic skills.
Attention to civic identity construction and enactment as a goal of virtual high school social studies instruction could be a promising target so educators can understand how students see themselves as important members of their communities. Thus, a high school virtual social studies curriculum and course must be empowering; focused on students' self-development while maintaining a rigorous, meaningful, open, and flexible design. Virtual social studies teachers should use numerous pedagogical strategies to empower students to discover and achieve their talents and purposes in life as a tool for accomplishing democratic goals and commitments necessary for our nation's advancement.
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Barratt, 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.
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This thesis describes how internet use has shaped drug practices among Australians who engage in the recreational use of psychostimulants and hallucinogens (‘party drugs’) and participate in public internet forums. This thesis uniquely contributes to drugs research by applying theoretical frameworks from internet studies, finding that internet forums enable the consumption and production of drug information, facilitate the production of alternative online places, and are increasingly converged with offline social worlds.
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Almalhy, 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.
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Asynchronous discussion board (ADB) is considered to be a key online learning component. Although ADB has become an important teaching method in higher education for blended courses, the literature shows low levels of both the quality and quantity of learner interaction in the discussion boards of Saudi blended learning courses. The purpose of the current study was to explore the effects of different blended learning discussion formats on the motivation level of learners, the quality of ADB posts, and the quantity of ADB posts in a blended information and communication technology (ICT) course. The mode of online instruction was the independent variable with two levels: ADB-alone and blended online instruction that combined live virtual classroom (LVC) and ADB (ADB+LVC). The study took the form of a quasi-experimental design and a total sample of 42 students was involved. Learner motivation levels were measured using Keller’s Course Interest Survey (CIS). The ADB quantity was defined as the number of posts by one student in one discussion forum divided by the number of participants in that forum. The ADB quality was measured using a comprehensive rubric. This study found no statistically significant differences in motivation level and quantity of ADB posts between the ADB-alone group and ADB+LVC group. This study did find a significant difference in ADB quality scores between the two groups. The study contributed to improving Saudi higher education’s online practices by exploring ways to improve interactions amongst students and their peers as well as their instructors in online or blended courses.
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Yang, Wen, e 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.
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Skogs, 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.
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Interaction involves people communicating and reacting to each other. This process is key to the study of discourse, but it is not easy to study systematically how interaction takes place in a specific communicative event, or how it is typically performed over a series of repeated communicative events. However, with a written record of the interaction, it becomes possible to study the process in some detail. This thesis investigates interaction through asynchronous written discussion forums in a computer-mediated learning environment. In particular, this study investigates pragmatic aspects of the communicative event which the asynchronous online discussions comprise. The first case study examines response patterns to messages by looking at the content of initial messages and responses, in order to determine the extent to which characteristics of the messages themselves or other situational factors affect the interaction. The second study examines in what ways participants use a range of discourse devices, including formulaic politeness, humour and supportive feedback as community building strategies in the interaction. The third study investigates the role of the subject line of messages in the interaction, for example by examining how participants choose different types of subject lines for different types of messages. The fourth study examines to what extent features serving a deictic function are drawn on in the interaction and then compares the findings to both oral conversation and formal academic discourse. The overall findings show a complex communicative situation shaped by the medium itself, type of activity, the academic discipline and topic of discussion and by the social and cultural aspects of tertiary education in an online learning environment. In addition, the findings may also provide evidence of learning.The 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.
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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.
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Lai, 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.
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Cobo, 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.
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L'anàlisi de l'activitat dels estudiants en els fòrums de discussió online implica un problema de modelització altament depenent del context, el qual pot ser plantejat des d'aproximacions tant teòriques com empíriques. Quan aquest problema és abordat des de l'àmbit de la mineria de dades, l'enfocament més comunament adoptat és el de la classificació no supervisada (o clustering), donant lloc, d'aquesta manera, a un escenari de clustering en el qual el nombre real de clústers és a priori desconegut. Per tant, aquesta aproximació revela una qüestió subjacent, la qual no és sinó un dels problemes més coneguts del paradigma del clustering: l'estimació del nombre de clústers, habitualment seleccionat per l'usuari concorde a algun tipus de criteri subjectiu que pot comportar fàcilment l'aparició de biaixos indesitjats en els models obtinguts.
Amb l'objectiu d'evitar qualsevol intervenció de l'usuari en l'etapa de clustering, dos nous criteris d'unió entre clústers són proposats en la present tesi, els quals, al seu torn, permeten la implementació d'un nou algorisme de clustering jeràrquic aglomeratiu lliure de paràmetres. Un complet conjunt d'experiments indica que el nou algorisme de clustering és capaç de proporcionar solucions de clustering òptimes enfront d'una gran varietat d'escenaris de clustering, sent capaç de bregar amb diferents classes de dades, així com de millorar el rendiment ofert pels algorismes de clustering més àmpliament emprats en la pràctica.
Finalment, una estratègia d'anàlisi de dues etapes basada en el paradigma del clustering subespaial és proposada a fi d'abordar adequadament el problema de la modelització de la participació dels estudiants en les discussions asíncrones. Combinada amb el nou algorisme clustering, l'estratègia proposada demostra ser capaç de limitar la intervenció subjectiva de l'usuari a les etapes d'interpretació del procés d'anàlisi i de donar lloc a una completa modelització de l'activitat duta a terme pels estudiants en els fòrums de discussió online.El 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.
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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.
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This study examined a specific and controversial issue in health communication: the complementary and alternative medicine (CAM). Recent studies have shown that both online newsgroups and traditional newspapers have involved in communicating CAM information, but research has not answered whether there are differences between the new and old media. From the perspective of uses and gratifications, this study first investigated that how people are using newsgroups to solve CAM-related problems. Then contents of newsgroup messages and newspaper stories were analyzed to do the comparison in topics, source types, efficacy claims, and CAM categories. The results showed that both similarities and differences existed between the two media.
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Moshtagh, 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.
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Li, Yiyan Stella, e 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.
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Abendschön, 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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The internet offers citizens new possibilities to participate in political communication by setting topics on the agenda of public discussion that are neglected by the conventional media. The article examines if and how the topics of the new emerging political public on the web differ from the topics generated by traditional media. The empirical analysis reveals that the topics are mostly the same. However, the analysis also shows that a clear separate public sphere exists that deals with topics outside the political mainstream.