Fostering Quality and Flow of Online Learning Conversations by Artifact-Centered Discourse Systems

Eryilmaz, Evren; Ryan, Terry; Pol, J. van der; Kasemvilas, Sumonta; Mary, J

doi:10.17705/1jais.00321

Cited by 16 publications

(14 citation statements)

References 32 publications

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“…We employed Gunawardena et al's (1997) content-analysis instrument based on the aforementioned principles to assess students' online discussion message scores. The unit of content analysis was each complete message posted in the online discussion because students' messages were rather short and mainly comprised only one type of knowledge-construction phase (for the suitability of this analysis unit in similar settings, see Eryilmaz et al, 2013a). This unit presented an unambiguous basis for segmentation.…”

Section: Online Discussion Message Scoresmentioning

confidence: 99%

“…This tight coupling makes anchored discussion especially suitable for users when collaboratively processing academic literature. Prior research demonstrates that the abovementioned tight coupling facilitates a close spatial proximity between an instructional material and its associated discussion, which increases the communicative efficiency of AODs (e.g., Eryilmaz et al, 2013a;van der Pol et al, 2006). Along this line, Eryilmaz, van der Pol, Ryan, Clark, and Mary (2013b) show that the increase in communicative efficiency allows users to dedicate more time and effort in refining articulated ideas that favor gains in individual learning outcomes (for similar learning findings, see Mary, 2014).…”

Section: Introductionmentioning

confidence: 87%

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How Design Science Research Helps Improve Learning Efficiency in Online Conversations

Eryilmaz¹,

Thoms²,

Canelón³

2018

CAIS

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Abstract:In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users' attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another's reasoning to resolve misconceptions. Moreover, we found that the new system increased users' perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications.

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Section: Online Discussion Message Scoresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 87%

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

Eryilmaz¹,

Thoms²,

Canelón³

2018

CAIS

Self Cite

View full text Add to dashboard Cite

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“…The unit of content analysis was each complete message posted in the online discussion because students' messages were rather short and mainly comprised only one type of knowledgeconstruction phase (see Eryilmaz et al, 2013a, for the suitability of this analysis unit in similar settings). Table 2 summarizes five phases of knowledge construction based on Gunawardena et al's (1997) contentanalysis instrument.…”

Section: Analysis Of Message Qualitymentioning

confidence: 99%

“…Thus, similar to fitting jigsaw puzzle pieces together, collaborative knowledge construction requires students to bring together a flow of interrelated ideas to build on each other's contributions. This sequential nature of discourse is important but seldom analyzed in information systems research (Eryilmaz et al, 2013a).…”

Section: Analysis Of Students' Interaction Patternsmentioning

confidence: 99%

“…van der Pol et al (2006) demonstrated that the system at hand affords a more efficient and meaning-oriented collaboration than a normal threaded discussion. Next, Eryilmaz, Ryan, van der Pol, Kasemvilas, and Mary (2013a) compared two versions of this system and reported that online presence of learning material supports content-focused discussions. Moreover, providing annotation functionality promotes complex patterns of collaborative knowledge-construction activities and re-focuses the discussion when conversations digress.…”

Section: Introductionmentioning

confidence: 99%

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Instructor versus Peer Attention Guidance in Online Learning Conversations

Eryilmaz¹,

Thoms²,

Mary³

et al. 2015

THCI

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Abstract:This paper reports a theory-driven experimental study for designing and evaluating two different forms of attention-guidance functionalities integrated into an anchored-discussion system. Using social constructivism as a motivating theory, we constructed a theoretical framework that emphasizes the importance of students' attention allocation in online learning conversations and its influence on message quality and interaction patterns. The development of the functionalities, named faded instructor-led and peer-oriented attention guidance, aimed to direct students' attention toward instructional materials' central domain principles while offering them an open learning environment in which they could choose their own topics and express their own ideas. We evaluated the functionalities with heat map analysis, repeated measures general linear model analysis, and sequence analysis to assess the utility of the developed functionalities. Results show that attention guidance helped students more properly allocate their attention in online learning conversations. Furthermore, we found that the improved attention allocation led to better quality of students' online learning conversations. We discuss implications for researchers and practitioners who wish to promote more fruitful online discussions.

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