Статті в журналах: "Online discussion"

1

Skinner, Barbara. "Online Discussion." Journal of Studies in International Education 14, no. 4 (December 11, 2008): 335–54. http://dx.doi.org/10.1177/1028315308327866.

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Buckley, Fiona. "Online Discussion Forums." European Political Science 10, no. 3 (January 7, 2011): 402–15. http://dx.doi.org/10.1057/eps.2010.76.

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Hancock, Cheryl, and Barbara Rowland. "Online and out of synch: Using discussion roles in online asynchronous discussions." Cogent Education 4, no. 1 (January 1, 2017): 1368613. http://dx.doi.org/10.1080/2331186x.2017.1368613.

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

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

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Krisnan, Alice Shanthi Kasawi, Purwarno Purwarno, and Andang Suhendi. "Communicative Guanxi: Making Online Discussion Forums Come Alive." International Journal of Social Science Research 10, no. 2 (July 19, 2022): 179. http://dx.doi.org/10.5296/ijssr.v10i2.19953.

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

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Levine, S. Joseph. "The online discussion board." New Directions for Adult and Continuing Education 2007, no. 113 (2007): 67–74. http://dx.doi.org/10.1002/ace.248.

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7

Alsinet, Teresa, Josep Argelich, Ramón Béjar, and Santi Martínez. "Measuring Polarization in Online Debates." Applied Sciences 11, no. 24 (December 14, 2021): 11879. http://dx.doi.org/10.3390/app112411879.

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

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Subramaniam, Nantha Kumar. "Enhancing learning through the discussion forum." Asian Association of Open Universities Journal 7, no. 1 (September 1, 2012): 63–77. http://dx.doi.org/10.1108/aaouj-07-01-2012-b006.

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

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Omar, Azura Binti, and Nor Farizah Binti Mohd Taib. "ONLINE DISCUSSION STRATRGIES TO FACILITATE STUDENTS DISCUSSION FOR A SPECIFIC ACADEMIC PURPOSES COURSE AT A TECHNICAL ENGINEERING UNIVERSITY." FRASA: English Education and Literature Journal 3, no. 2 (September 29, 2022): 89–99. http://dx.doi.org/10.47701/frasa.v3i2.2309.

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

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10

Seo, Ji-ah, Su-rim Kim, and Sook-ki Choi. "Study on the Asynchronous Online Discussion Participation Patterns of University Student Readers Using Social Network Analysis." Korean Journal of Teacher Education 39, no. 1 (January 31, 2023): 317–49. http://dx.doi.org/10.14333/kjte.2023.39.1.14.

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

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Nakayama, Minoru, Satoru Kikuchi, and Hiroh Yamamoto. "Development of critical thinking disposition using an online discussion board during a fully online course." European Conference on e-Learning 21, no. 1 (October 21, 2022): 295–301. http://dx.doi.org/10.34190/ecel.21.1.707.

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Online discussion is a key learning activity for developing literacy of critical thinking disposition (CTD). The effectiveness and activities of online discussion during a blended learning setting have been analysed. The aim of this paper is to extract student's characteristics during online discussions in a fully online course in order to invite more participants to join and to encourage discussion. The differences in student's characteristics and learning performance between online discussants and non-participants were statistically analysed. Key characteristics were extracted and discussed using regression analysis. Also, causal relationship of the development of literacy of CTD were extracted and the learning progress of online discussants was examined.

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12

Shaul, Matthew. "Assessing Online Discussion Forum Participation." International Journal of Information and Communication Technology Education 3, no. 3 (July 2007): 39–46. http://dx.doi.org/10.4018/jicte.2007070104.

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13

Boothe, Diane. "Discussion Groups and Online Learning." Cognitive Science – New Media – Education 1, no. 4 (September 19, 2019): 67. http://dx.doi.org/10.12775/csnme.2018.005.

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14

Zhou, Xiang, Yuen-Ying Chan, and Zhen-Mei Peng. "DELIBERATIVENESS OF ONLINE POLITICAL DISCUSSION." Journalism Studies 9, no. 5 (October 2008): 759–70. http://dx.doi.org/10.1080/14616700802207771.

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15

Küçük, Mestan. "Lurking in online asynchronous discussion." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2260–63. http://dx.doi.org/10.1016/j.sbspro.2010.03.319.

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16

Anderson, Bill. "Writing power into online discussion." Computers and Composition 23, no. 1 (January 2006): 108–24. http://dx.doi.org/10.1016/j.compcom.2005.12.007.

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17

Akhmerov, Anton, Xavier Bonet-Monroig, Valla Fatemi, Eliska Greplova, Evert van Nieuwenburg, Babak Seradjeh, and Daniel Varjas. "Let’s take this discussion online." Europhysics News 51, no. 3 (May 2020): 20–212. http://dx.doi.org/10.1051/epn/2020303.

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With the lockdowns caused by the COVID-19 pandemic, researchers turn to online conferencing. While posing new challenges, this format also brings multiple advantages. We argue that virtual conferences will become part of our regular scientific communication and invite community members to join the movement.

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18

Cottrell, David. "The APT online discussion forum." Advances in Psychiatric Treatment 9, no. 2 (March 2003): 84–85. http://dx.doi.org/10.1192/apt.9.2.84.

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19

Osheroff, Jerome A. "Online, health-related discussion groups." Journal of General Internal Medicine 12, no. 8 (August 1997): 511–12. http://dx.doi.org/10.1046/j.1525-1497.1997.00093.x.

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Harmon, Oskar R., William T. Alpert, and Joseph Histen. "Online Discussion and Learning Outcomes." International Advances in Economic Research 20, no. 1 (December 23, 2013): 33–44. http://dx.doi.org/10.1007/s11294-013-9453-9.

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Dunne, Kerill. "Cross Cutting Discussion: A form of online discussion discovered within local political online forums." Information Polity 14, no. 3 (December 7, 2009): 219–32. http://dx.doi.org/10.3233/ip-2009-0177.

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Blankenship, Whitney G. "Talking It Out: Online Discussion Forums in the Social Studies Classroom." Social Studies Research and Practice 11, no. 1 (March 1, 2016): 136–57. http://dx.doi.org/10.1108/ssrp-01-2016-b0009.

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As most teachers realize, classroom discussions have limitations including time restraints, reserved participants, or domineering discussants. With the advent of Web 2.0, the opportunities for class discussion have expanded to include synchronous and asynchronous discussion boards, blogs, and wikis. Discussion forums, as an extension of classroom discussions and activities, allow teachers to target multiple social studies skills while giving students opportunities to expand their own historical understandings via peer interaction. Whether the goal is to address specific historical thinking skills or push students to think about what it means to be an active citizen in a diverse society, discussion forums can play an integral role in the development of students’ understanding of society. I describe the reasons for expanding discussion into these new mediums and provide examples of students’ online discussions. Recommendations are offered for teachers who would like to begin using discussion forums in their own classrooms.

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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (May 31, 2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.

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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.

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Windyastuti, Windyastuti, and Ichsan Setiyo Budi. "Effectiveness of Online Learning in Auditing Course." RSF Conference Series: Business, Management and Social Sciences 1, no. 3 (October 20, 2021): 236–42. http://dx.doi.org/10.31098/bmss.v1i3.324.

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This study analyzes the differences in the effectiveness of several online learning in the Auditing course. The Auditing course was held in four models include 1). Without class and assignments 2). The class without giving assignments 3). The class with assignments but without discussion 4). The class with assignments and discussions. This study uses primary data obtained by questionnaires to 105 undergraduate students who have taken auditing courses at several universities in Yogyakarta Special Region. The data were analyzed by the analysis of variance and the Bonferroni test. The results showed that students' understanding of auditing courses varied between some online learning models. The highest student understanding occurred in the class with assignments and discussions. The second rank is the class without assignments is in the third level. Meanwhile, the lowest level is the online learning model without classes and assignments. However, the score difference between the class with assignments but without discussion and the class with assignments and discussions is not significant. It exhibits that the discussion of online assignments has no impact on student understanding.

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Decker, Jessica, and Valerie Beltran. "Graduate Students' Perceptions of the Benefits and Drawbacks of Online Discussion Tools." International Journal of Online Pedagogy and Course Design 6, no. 1 (January 2016): 1–12. http://dx.doi.org/10.4018/ijopcd.2016010101.

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With an increase in the number of online classes being taught at the university level, professors are exploring ways to create collaboration in the online environment. One such strategy is through using online discussion tools. The purpose of this qualitative research study was to explore students' beliefs about the benefits of using a variety of discussion tools in online classes. In analyzing students' responses to four open-ended questions, five key themes emerged that highlighted four benefits and one drawback to the use of online discussion tools. Online discussions helped build relationships, led to students hearing others' perspectives and feeling their perspectives were respected, led to students reflecting on the content and developing a deeper understanding, and helped groups coordinate projects and manage teamwork. In contrast, online discussions did not allow the same authenticity of dialogue in face-to-face discussions.

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Garcia, David, Arvid Kappas, Dennis Küster, and Frank Schweitzer. "The dynamics of emotions in online interaction." Royal Society Open Science 3, no. 8 (August 2016): 160059. http://dx.doi.org/10.1098/rsos.160059.

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We study the changes in emotional states induced by reading and participating in online discussions, empirically testing a computational model of online emotional interaction. Using principles of dynamical systems, we quantify changes in valence and arousal through subjective reports, as recorded in three independent studies including 207 participants (110 female). In the context of online discussions, the dynamics of valence and arousal is composed of two forces: an internal relaxation towards baseline values independent of the emotional charge of the discussion and a driving force of emotional states that depends on the content of the discussion. The dynamics of valence show the existence of positive and negative tendencies, while arousal increases when reading emotional content regardless of its polarity. The tendency of participants to take part in the discussion increases with positive arousal. When participating in an online discussion, the content of participants' expression depends on their valence, and their arousal significantly decreases afterwards as a regulation mechanism. We illustrate how these results allow the design of agent-based models to reproduce and analyse emotions in online communities. Our work empirically validates the microdynamics of a model of online collective emotions, bridging online data analysis with research in the laboratory.

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Shah, Chnimay, and Rashmi Vyas. "Online Faculty Development." International Journal of User-Driven Healthcare 3, no. 4 (October 2013): 24–29. http://dx.doi.org/10.4018/ijudh.2013100104.

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Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.

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Lee, Jeong-Mee. "Different types of human interaction in online discussion: An examination of using online discussion forum." Proceedings of the American Society for Information Science and Technology 43, no. 1 (October 10, 2007): 1–11. http://dx.doi.org/10.1002/meet.14504301232.

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29

Zhang, Bingbing, Isabel Inguanzo, and Homero Gil de Zúñiga. "Examining the Role of Online Uncivil Discussion and Ideological Extremity on Illegal Protest." Media and Communication 10, no. 4 (October 28, 2022): 94–104. http://dx.doi.org/10.17645/mac.v10i4.5694.

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In recent years, there has been an increased academic interest revolving around the beneficial or pernicious effects of ideological extremity and (uncivil) political discussion over democracy. For instance, citizens’ ideological predispositions and higher levels of political discussion have been linked with a more active and vibrant political life. In fact, ideological extremity and uncivil discussion foster institutionalized political engagement. However, less explored in the literature remains whether such polarization and uncivil discussions may be related to unlawful political behavior such as illegal protest. This study contends that one of the main drivers of illegal protest behavior lies in online uncivil political discussion, specifically through the normalization and activation of further incivility. We tested this through a two-wave panel data drawn from a diverse US sample and cross-sectional, lagged, and autoregressive regression models. Mediation analysis was also conducted to test whether uncivil online discussion mediated the relationship between frequency of online political discussion and illegal protest engagement. Overall, we found that illegal protest was particularly associated with online uncivil discussion, while ideological extremity and other forms of online and offline discussions seemed to have no effect on unlawful protest over time.

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Salmela, Eveliina. "“I thought asking the experts of the board first before turning at the unctuous salesmen.” Requesting special field related advice and information on online communities." Fachsprache 44, no. 3-4 (November 4, 2022): 192–97. http://dx.doi.org/10.24989/fs.v44i3-4.2178.

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This study focuses on requesting and sharing specialized information on online communities. The aim was to find out how requesting and receiving special field related information function on online discussions about heat pumps in Finland. The data consists of 300 message threads collected from two Finnish discussion boards, Lampopumput.info (heatpumps.info) and Suomi24.fi (Finland24.fi). The data was analyzed using discourse analytic methods and pragmatic concepts such as speech acts, politeness, relevance and humor. The results demonstrate the sense of community as an important part of the specialized communication in online peer support discussions. The appropriate wording of the messages, politeness and giving one’s personal contribution to the community are important factors in conveying information through online communities. Online peer discussions have several different communicative goals, such as requesting and offering technical support, requesting advice, sharing experiences and expressing views and opinions. Users use different platforms to carry out these goals. Requesting advice and sharing information were emphasized on the discussion board that requires registration from the contributors. The discussion board, which required registration, was more specific to the topic and community like. There were more direct answers and dialog between the users than on the anonymous discussion board. On the open discussion board, which did not require registration, writers expressed more their own personal views and opinions and discussed especially about topics related to the purchase situation. Keywords: Asynchronous online discussion, online communities, technical communication, peer advice, requesting advice

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Wu, Hao, Jiajun Bu, Chun Chen, Can Wang, Guang Qiu, Lijun Zhang, and Jianfeng Shen. "Modeling Dynamic Multi-Topic Discussions in Online Forums." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (July 5, 2010): 1455–60. http://dx.doi.org/10.1609/aaai.v24i1.7515.

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In the form of topic discussions, users interact with each other to share knowledge and exchange information in online forums. Modeling the evolution of topic discussion reveals how information propagates on Internet and can thus help understand sociological phenomena and improve the performance of applications such as recommendation systems. In this paper, we argue that a user’s participation in topic discussions is motivated by either her friends or her own preferences. Inspired by the theory of information flow, we propose dynamic topic discussion models by mining influential relationships between users and individual preferences. Reply relations of users are exploited to construct the fundamental influential social network. The property of discussed topics and time lapse factor are also considered in our modeling. Furthermore, we propose a novel measure called ParticipationRank to rank users according to how important they are in the social network and to what extent they prefer to participate in the discussion of a certain topic. The experiments show our model can simulate the evolution of topic discussions well and predict the tendency of user’s participation accurately.

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Ito, Takayuki, Takanobu Otsuka, Satoshi Kawase, Akihisa Sengoku, Shun Shiramatsu, Takanori Ito, Eizo Hideshima, et al. "Experimental results on large-scale cyber-physical hybrid discussion support." International Journal of Crowd Science 1, no. 1 (March 6, 2017): 26–38. http://dx.doi.org/10.1108/ijcs-01-2017-0003.

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Purpose This paper aims to present a preliminary experimental result on a large-scale experiment on a cyber-physical hybrid discussion support environment in a panel discussion session in an international conference. Design/methodology/approach In this paper, the authors propose a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously. The authors conducted a large-scale experiment in a panel discussion session in an international conference where participants can discuss by using their online discussion support system and by physical communications as usual. Findings The authors analyzed the obtained date from the following three viewpoints: participants’ cyber-physical attention, keywords cyber-physical linkage and cyber-physical discussion flow. These three viewpoints indicate that the methodology of the authors can be effective to support hybrid large-scale discussions. Originality/value Online large-scale discussion has been focused as a new methodology that enable people to discuss, argue and make consensus in terms of political issues, social complex problems (like climate change), city planning and so on. In several cases, the authors found that online discussions are very effective to gather people opinions and discussions so far. Moreover, this paper proposes a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously.

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Powell, Loreen M., Hayden Wimmer, Lawrence Kilgus, and Christina M. Force. "Impact of Online Discussions on Web Based Assessments." International Journal of Distance Education Technologies 15, no. 4 (October 2017): 99–111. http://dx.doi.org/10.4018/ijdet.2017100106.

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The practice of including online discussion posts to traditional courses is increasing. Online discussions allow for active learning to occur as students express their ideas and respond to others. The time and thought provided by online discussion posts allows students to utilize higher level cognitive skills. Web-based assessments are another technology tool that instructors are including in their courses. This study examined the impact of online discussion posts on achievement of web-based assessments for an upper level undergraduate business and technology writing intensive course. Using a treatment group and a control group, student achievement scores for the online assessments were measured. Results indicate that assessed grades of the treatment groups were higher than the control group, however statistical significance was mixed among the web assessments. The results further illustrate the need for additional research into online discussions applied to web-based assessments.

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Zhang, Amy, Bryan Culbertson, and Praveen Paritosh. "Characterizing Online Discussion Using Coarse Discourse Sequences." Proceedings of the International AAAI Conference on Web and Social Media 11, no. 1 (May 3, 2017): 357–66. http://dx.doi.org/10.1609/icwsm.v11i1.14886.

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In this work, we present a novel method for classifying comments in online discussions into a set of coarse discourse acts towards the goal of better understanding discussions at scale. To facilitate this study, we devise a categorization of coarse discourse acts designed to encompass general online discussion and allow for easy annotation by crowd workers. We collect and release a corpus of over 9,000 threads comprising over 100,000 comments manually annotated via paid crowdsourcing with discourse acts and randomly sampled from the site Reddit. Using our corpus, we demonstrate how the analysis of discourse acts can characterize different types of discussions, including discourse sequences such as Q&A pairs and chains of disagreement, as well as different communities. Finally, we conduct experiments to predict discourse acts using our corpus, finding that structured prediction models such as conditional random fields can achieve an F1 score of 75%. We also demonstrate how the broadening of discourse acts from simply question and answer to a richer set of categories can improve the recall performance of Q&A extraction.

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Himelboim, Itai, Eric Gleave, and Marc Smith. "Discussion catalysts in online political discussions: Content importers and conversation starters." Journal of Computer-Mediated Communication 14, no. 4 (July 2009): 771–89. http://dx.doi.org/10.1111/j.1083-6101.2009.01470.x.

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Strandberg, Kim, and Janne Berg. "Online Newspapers’ Readers’ Comments - Democratic Conversation Platforms or Virtual Soapboxes?" Comunicação e Sociedade 23 (November 25, 2013): 132–52. http://dx.doi.org/10.17231/comsoc.23(2013).1618.

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Online discussions between citizens have been subject to scholarly debate and several empirical studies for a substantial period of time. Scholars have envisioned these as potential venues for citizens’ deliberation. Often, however, empirical findings do not support these notions. The quality of discussion is often not up to the standards of truly deliberative discussions. Nonetheless, there are strains of evidence suggesting that online discussion venues applying facilitators, fixed topics and actively enforcing discussion rules, may avoid many of the problems with discussion quality. This article therefore examines whether readers’ comments on a Finnish newspaper’s website resemble democratic conversations. During the course of three weeks in spring 2010, we content analyze 300 reader comments. Our findings indicate that although there are strains of democratic conversations to be found in online reader comments, there are also many instances in which the opposite holds true.

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Fitri Indriani and Dwi Sulisworo. "Figure Out the Online Discussion Activeness of Pre-Teacher Education Students." Journal of Pedagogy and Education Science 1, no. 1 (August 3, 2022): 29–38. http://dx.doi.org/10.56741/jpes.v1i1.7.

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Online learning has been widely applied at various levels of education, including lectures for prospective teachers of elementary school students in Indonesia. However, student activity in learning is still an obstacle in this study. This study describes student activity in online discussions. The discussion was conducted three times with different topics. The activity can be examined from the students' posts during the three discussions. The three aspects of the activeness were the number of posts in each discussion, participation in the three discussion topics, and the number of words in each post. These results were analyzed descriptively to see the trend of active discussion. The findings of this study show the role of lecturers in providing appreciation and feedback. The role of friends in reinforcing other friends' opinions determines the increase in activity in discussions. Social presence, self-esteem engagement, and social learning are essential issues in increasing this activity.

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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (August 22, 2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.

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Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.

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Kim, Ji-yoon, Min-kyeong Shim, and Young-mee Hwang. "Online Feedback Systems and Debate on Scientific Issues during COVID-19: A Case Study on Sookmyung Women’s University." European Journal of Investigation in Health, Psychology and Education 12, no. 5 (May 23, 2022): 494–515. http://dx.doi.org/10.3390/ejihpe12050037.

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As the COVID-19 pandemic continues, university education and feedback guidance have inevitably moved to online platforms, becoming a global trend. This study focuses on a case of Sookmyung Women’s University in South Korea, which has operated an online discussion clinic for university general education for more than a year as a case study. There are two main research methods. A frequency analysis was conducted to confirm what kind of counseling the students preferred at the discussion clinic based on the answers written in the students’ applications. The students whose applications were used for the analysis were divided into 57 teams, and there were two to six members per team. The results were as follows: In the survey results, students wanted help with the preparation process necessary for the discussion and the practical strategies for facilitating discussions. They wanted personalized counseling, demonstrating that discussion education provided in the foundational curriculum is insufficient. Second, the educational model of the discussion clinic and educational examples were examined. The findings confirmed that online discussion education is effective if the system is technically supplemented. Instructors and researchers are prepared to meet students’ demands for feedback and individual counseling, even if these are not provided through face-to-face discussions. Additionally, face-to-face guidance can be operated more effectively by taking advantage of online systems. The findings also demonstrate that further research on designing and operating online discussion centers is required. This study is a preceding study on developing online systems and educational guidelines for higher educational institutions to present new insights into smart learning. This paper also includes suggestions for educational and scientific discussions. The online discussion instructional model shown in this paper explores methods of scientific communication through a debate on scientific issues.

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Love, Kristina. "Framing in online school discussions." Language and Social Life 19 (January 1, 2005): 64–86. http://dx.doi.org/10.1075/aralss.19.05lov.

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This paper draws on Bernstein’s (1996) notion of framing to examine the variables which control the communication made possible in online discussion in one school context, and the particular forms of pedagogic consciousness (Bernstein, 1996) that are produced as students and teachers negotiate meanings around a literary text. Using genre analysis (Martin, 1992) I examine how students variously contribute in the collaborative construction of an online Discussion genre. Using appraisal analysis (Martin, 2000; White, 2002), I then identify how online interactants variously negotiate their judgements, feelings and appreciations of various aspects of the literary text being discussed, and of each other’s contributions, such that certain forms of reasoning around text are privileged over others. In so doing, I identify how different students have access to different forms of expertise in online discussion, with some students being more able to produce the “legitimate forms of communication” (Bernstein, 1996) in the online environment. I conclude by suggesting that, without a close examination of how online discussions are framed as emerging electronic genres, educators run the risk of validating a new mode of structural inequity and disadvantage.

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Yang, Huijin. "The use of interactive functions through an online group oral discussion test." Studies in English Education 26, no. 3 (September 30, 2021): 369–98. http://dx.doi.org/10.22275/see.26.3.01.

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V, Yasvanth Kumaar, and Singaravel Dr.G. "Effective Online Discussion Data for Teachers Reflective Thinking Using Feature base Model." Bonfring International Journal of Software Engineering and Soft Computing 9, no. 2 (April 30, 2019): 47–51. http://dx.doi.org/10.9756/bijsesc.9022.

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Ghazali, Achmad, Alexei Tretiakov, Dematria Pringgabayu, and Dany Muhammad Athory Ramdlany. "Analyzing Knowledge Construction in Online Health Group Discussion." Journal of Information & Knowledge Management 16, no. 01 (March 2017): 1750009. http://dx.doi.org/10.1142/s0219649217500095.

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The ongoing transition to the patient-centred healthcare paradigm suggests that patients adopt an active role in managing their health conditions. As a result, the Internet is becoming an important source of health-related information. Internet-based health support groups allow patients to access diverse information relevant to their particular situation by participating in online discussions. The quality of such information may have effects on the patients’ health outcomes. The purpose of the present study was to investigate the effects of knowledge construction in health support group online discussions on perceived information quality, information quality from the perspective of information consumers, and on information integrity, that is, validity from the point of view of the current state of scientific knowledge. It was hypothesised that knowledge construction results in better perceived information quality and in higher information integrity. A health support group online discussion site devoted to weight management was used as a source of data. Quantitative content analysis was used with a discussion thread as a unit of analysis. Based on the findings, the study suggested that moderators of health support group online discussions should promote explicitation or lower level knowledge construction by encouraging clarifications and refinements of health-related recommendations. Moreover, participation of qualified health practitioners is desirable to promote health-related behaviours based on evidence-based knowledge and to expose recommendations that have uncertain or even dangerous effects.

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Armstrong, Karen, and Margaret Manson. "What is lost and what remains: an exploration of the pedagogical challenges of online discussions in two online teacher education learning communities." Language and Literacy 12, no. 2 (October 18, 2010): 18. http://dx.doi.org/10.20360/g2bc71.

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Online discussion has emerged as an increasingly common forum for conversation and professional reflection in teacher education. Across Canada, Australia, the United States and the United Kingdom, numerous universities have experimented with various forms of online discussion in teacher education programs. However, few scholars have explored the particular pedagogical challenges of creating meaningful discussions in online teacher education environments. In this paper, we examine some of these challenges and discuss how they might be met in the design of online courses in teacher education. Our intention is to provoke critical reflection on online teaching and contribute to the development of more robust online discussions in teacher education.

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Hancock, Cheryl Jean. "Discussion Roles: Helping Adult Students Create a Meaningful Online Discussion." Journal of Continuing Higher Education 64, no. 1 (January 2, 2016): 65–68. http://dx.doi.org/10.1080/07377363.2015.1130573.

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Rentmeester, Margaret Mary. "Integrating Online Discussion into Clinical Rotations." Journal of Nursing Education 45, no. 12 (December 1, 2006): 528. http://dx.doi.org/10.3928/01484834-20061201-11.

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Kim, Hyun Song, and Eunjung Grace Oh. "Scaffolding Argumentation in Asynchronous Online Discussion." International Journal of Online Pedagogy and Course Design 8, no. 2 (April 2018): 29–43. http://dx.doi.org/10.4018/ijopcd.2018040103.

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Despite its wide usage and pedagogical benefits, asynchronous online discussion in higher education courses does not necessarily lead to students' knowledge-constructing discourse and reflective learning. Integrating argumentation into online discussion can facilitate meaningful learning. In this article, the authors present a framework of Scaffolded Online Dialogic Argumentation (SODA) that they created for designing an asynchronous online discussion. Based on the design framework, the authors developed and implemented an argumentation activity in a graduate-level online course. They then examined participants' perceptions of the pedagogical components of SODA using a qualitative inquiry approach. Findings indicate that students perceive a positive influence of the scaffolded argumentation activity on their learning engagement in online discussion. Implications include suggestions for researchers and practitioners in refining and using SODA for future research and discussion activity design.

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Chen, Li-Ling. "Designing Online Discussion for HyFlex Learning." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 191–98. http://dx.doi.org/10.12973/ijem.8.1.191.

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<p style="text-align: justify;">There are pedagogical challenges for the ideal balance of online community building and interaction among students and instructors for HyFlex learning. One of the challenges focuses on how instructors can effectively select and design an online discussion modality to promote positive, vigorous, and encouraging online asynchronous discussion to engage students. This research study adopted an exploratory mixed method approach designed to investigate student’s satisfaction level and academic performance with different interface design platforms for online discussion in HyFlex delivery modality education courses. Study results indicated that different interface design for online discussion platforms had a significant impact on students’ academic achievement for online discussion assessment although there is no significant impact on students’ overall satisfactory levels toward the courses. Implications from the results suggest a need to design and integrate effective online discussion platform to engage students and promote social learning in HyFlex learning environments.</p>

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Heim, Michael. "Humanistic Discussion and the Online Conference." Philosophy Today 30, no. 4 (1986): 278–88. http://dx.doi.org/10.5840/philtoday198630417.

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Liu, I.-Fang, Hwa-Wei Ko, and Sheng-Yi Wu. "Learning Reading Strategies with Online Discussion." Journal of Educational Computing Research 50, no. 2 (March 2014): 231–47. http://dx.doi.org/10.2190/ec.50.2.e.

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