A method to track discussion forum activity: The Moderators' Assessment Matrix

Brace-Govan, Janice Valerie Fordyce

doi:10.1016/j.iheduc.2003.08.003

Cited by 17 publications

(13 citation statements)

References 43 publications

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“…This can be broadly described as a process of facilitating the development of small and large groups through conferencing (Brace-Govan, 2003;Salmon, 2002b Characteristics of the student (e.g. prior experiences) Figure 1.…”

Section: Interactivitymentioning

confidence: 99%

E‐learning in higher education: some key aspects and their relationship to approaches to study

Ellis

Ginns

Piggott

2009

Higher Education Research & Development

172

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While there has been systematic and on-going research into e-learning in universities for over two decades, there has been comparatively less evidence-based research into how key aspects of e-learning are internally constituted from a student perspective and how these aspects might be related to university students' learning experiences. The purpose of this paper is to explore key aspects of e-learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third-year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e-learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e-learning when it was used to support a predominately campus-based learning experience. The results suggest several implications for improving particular aspects of the student experience of e-learning when it is used to support a campus-based experience.Keywords: approaches to study; experiences of e-learning; quantitative analyses Introduction E-learning is being introduced as a fundamental part of the student learning experience in higher education. It is no longer core business only for those universities with a mission for distance education, its affordances are being systematically integrated into the student learning experience by predominately campus-based universities. Evidence of this widespread uptake can be seen in reputable research journals and on the websites of national bodies responsible for leading learning and teaching in higher education. Examples of these include the websites of the Higher Education Academy in the UK, Educause in the USA and the Australian Learning and Teaching Council in Australia.While we can recognize sustained research interest into e-learning in the student experience in higher education over the last two decades (Goodyear, 1984(Goodyear, , 1991Goodyear, Jones, Asensio, Hodgson, & Steeples, 2005;Laurillard, 1993Laurillard, , 2002Salmon, 2002aSalmon, , 2004, more focused explorations into how key aspects of e-learning are associated with the students' face-to-face experience of learning are relatively

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Section: Interactivitymentioning

confidence: 99%

E‐learning in higher education: some key aspects and their relationship to approaches to study

Ellis

Ginns

Piggott

2009

Higher Education Research & Development

172

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“…They are based on Dewey's (1910) (1982) have also been utilized as a theoretical basis for describing critical thinking. Salmon's conference progress theory and Tuckman's stages of group formation also parallel these (Brace-Govan, 2003). In addition to models focused on critical thinking and problem solving, theoretical frameworks based on interactions theories have also been utilized.…”

Section: Discussionmentioning

confidence: 99%

Content analysis coding schemes for online asynchronous discussion

Weltzer-Ward

2011

Campus-Wide Information Systems

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Purpose -Researchers commonly utilize coding-based analysis of classroom asynchronous discussion contributions as part of studies of online learning and instruction. However, this analysis is inconsistent from study to study with over 50 coding schemes and procedures applied in the last eight years. The aim of this article is to provide a basis for more consistent use of coding schemes and to facilitate comparison of studies utilizing different coding schemes. Design/methodology/approach -The paper identifies coding schemes presented in the research literature, classifies these schemes, and presents a list of synthesis codes reflecting the content of the many different schemes for each classification. Findings -Based on the initial and follow-up literature review, 56 different coding schemes were identified as having been employed within the last eight years. Initial sorting indicated that schemes primarily focused on identifying critical thinking, describing social interactions, or characterizing online discussion. Originality/value -In addition to offering a comprehensive resource reflecting the coding schemes currently applied to the analysis of online, asynchronous discussion, the meta-analysis results also inform regarding the current state of research in this area. In addition, current research trends and areas for potential new research and development are revealed.

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“…According to several analysis schemes (De Wever, Schellens, Valcke, & van Keer, 2006), there is a wide variety of work related to content analysis of forum posts. Most of them are focused on understanding the effectiveness of online forums as learning platforms for innovating the educational practices of teachers (Chávez, Montaño, & Barrera 2016), facilitating the teaching process (Brace-Govan, 2003), and providing evidence of students' learning as an aid to student assessment (Premagowrie, Kalai Vaani, & Ho, 2014;Dennen, 2008;McKenzie & Murphy, 2000). This information helps teachers and forum administrators to know if critical thinking skills are developed and if learning really occurs.…”

Section: Related Work About Forum Analysismentioning

confidence: 99%

A Computational Method for Enabling Teaching-Learning Process in Huge Online Courses and Communities

Mora

Ferrández

Gil

et al. 2017

IRRODL

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Massive Open Online Courses and e-learning represent the future of the teaching-learning processes through the development of Information and Communication Technologies. They are the response to the new education needs of society. However, this future also presents many challenges such as the processing of online forums when a huge number of messages are generated. These forums provide an excellent platform for learning and connecting students of the subject, but the difficulties in following and searching the vast volume of information that they generate may produce the opposite effect. In this paper, we propose a computational method for enabling the educational process in huge online learning communities. This method analyses the forum information through Natural Language Processing techniques and extract the main topics discussed. The results generated improves the management of the forums, increases the effectiveness of the teachers' explanations and reduces the time spent by students to follow the course. The proposal has been complemented with a real case study that shows promising results.Keywords: natural language processing, topic detection, distance learning, online forum, mooc managing, However, there are still challenges that should be specifically addressed in order to achieve the effective ODL provision and to maintain excellent educational standards. One of the most powerful and popular tools are online forums (Mora, Signes Pont, DeMiguel Casado, & Gilart Iglesias, 2015). Online forums are a communication technology tool in education and provide an excellent platform for learning and connecting students to the subject. The expected roles of the forums are to increase engagement of students in the subject, promote deep learning, and maintain motivation (Onah et al., 2014).Technological advances and computing methods may provide tools for enhancing these roles and facilitating the educational process. In this way, artificial intelligence approaches based on NaturalLanguage Processing (NLP) should deliver tools specifically aimed at students and teachers to make the assimilation of content and course tracking easier for students, and to provide mechanisms to manage the learning platforms by teachers. The working hypothesis of our research is that this kind of solution can be used to better engage the students and teachers in online platforms with huge forums by enabling the knowledge management and learning-teaching processes. Under our approach, the main objective of our work is to provide automatic tools and applications to facilitate tracking and monitoring online learning communities through the automatic processing of forums of lexical, syntactic, and semantic analysis; clustering; and information retrieval techniques. A Computational Method for Enabling Teaching-Learning Process in Huge Online Courses and Communities Mora, Ferrández, Gil, and Peral 227The remainder of the paper is structured as follows: Section 2 describes the problem of management and monitoring forums in huge online ...

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A method to track discussion forum activity: The Moderators' Assessment Matrix

Cited by 17 publications

References 43 publications

E‐learning in higher education: some key aspects and their relationship to approaches to study

E‐learning in higher education: some key aspects and their relationship to approaches to study

Content analysis coding schemes for online asynchronous discussion

A Computational Method for Enabling Teaching-Learning Process in Huge Online Courses and Communities

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