Applying Epistemic Network Analysis to Explore the Application of Teaching Assistant Software in Classroom Learning

Parsing the Continuum: Manual Segmentation of Monologic Data

“…On the other hand, the model representing connections in topic-based relational context did not exhibit connections between Physical abuse and Dissonance, which could have been an anticipated connection, especially since all our non-topic-based models exhibited a connection between these two codes. A qualitative examination is justified in this case as well, from which one could draw such conclusions as: 1) Kristina does not see any discrepancies in how others perceive her and how she feels, or between how she behaves and feels regarding physical abuse, but does with respect to emotional abuse and loss or 2) Kristina mostly mentions Physical abuse in relation to herself (lines [16][17][18][19][20][21][22][23] and Dissonance in relation to others (24)(25)(26).…”

“…For example, Yue et al, investigating student reflections on a piece of novel teaching support software, did not employ question-response segments within an interview to divide data, but rather based their segmentation on five pre-determined topics from the interview guide. [23] These topics were used to delimit meaningful segments within the data, but a pivotal question may be whether the segment delimiter was agnostic to these topics (e.g., ordinal numbering in each interview transcript) or not (e.g., categorical values repeating in each source of data, like "identity", "life events", etc.). In the former case, segments based on topic can only be aggregated across participants or data sources if the topics follow the same order (i.e., integers serve as categorical values).…”

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

“…Yue et al ( 2019) [118] Applying epistemic network analysis to explore the application of teaching assistant software in classroom learning 1 Reveal the differences and changes in the use of teaching assistant software among students of high-score and low-score learning level, to explore the relationship between the application of teaching assistant software and students' classroom learning.…”

Parsing the Continuum: Manual Segmentation of Monologic Data

“…On the other hand, the model representing connections in topic-based relational context did not exhibit connections between Physical abuse and Dissonance, which could have been an anticipated connection, especially since all our non-topic-based models exhibited a connection between these two codes. A qualitative examination is justified in this case as well, from which one could draw such conclusions as: 1) Kristina does not see any discrepancies in how others perceive her and how she feels, or between how she behaves and feels regarding physical abuse, but does with respect to emotional abuse and loss or 2) Kristina mostly mentions Physical abuse in relation to herself (lines [16][17][18][19][20][21][22][23] and Dissonance in relation to others (24)(25)(26).…”