Evaluation of Discussions in Online Classrooms

Abstract

Abstract. Classroom discussion is an important element in many forms of online collaborative learning. We here discuss the design of systems to support tutors in the tasks of moderating such discussions and evaluating the contributions of participants. We describe the architecture of a system that will use techniques of conversation analysis and dialogue game theory to provide the instructor with information relevant to these tasks. The research draws on our experience in the running of an online degree programme.

Social conversation and effective discussion in online group learning

“…Lipponen and colleagues (Lipponen et al 2001) conducted an online science discussion with elementary students and sought to increase the on-to off-topic ratio, based on the assumption that the more focused the discussions were on educational topics, the more the students would learn. Furthermore, Badri et al (2003) developed a ''filter'' to distinguish between relevant and irrelevant contributions and to help instructors identify students who consistently disrupted conversations with off-topic statements. To prevent distraction to the users/learners, some tools have been developed to help lead effective discussions, such as Chat and AcademicTalk (McAlister et al 2004).…”

The Impact of Time Delay on the Content of Discussions at a Computer- Mediated Ergonomics Conference

“…Contrary to this finding, Walther (1996) argues that more effective discussions contain fewer social aspects within the discussion. Lipponen, Rahikainen, Lallimo, and Hakkarainen (2001) and Badri, Grasso, and Leng (2003) regard there to be a conflict between effective discussions and social aspects. Therefore, there seems to be some conflict between research findings on whether social aspects within an online discussion are beneficial or destructive.…”