Modelling online community constructs through interaction data: A learning analytics based Approach

Abstract

This study aims to use LMS log data to suggest a way to understand CoI constructs. Students' interactions in Moodle components were weighted for indicators of cognitive, teaching and social presences. Traces reflecting students' online interactions were obtained from the Moodle LMS and analyzed through learning analytics techniques. The data is examined with the Euclidean Distance Model, and Correspondence Analysis methods to evaluate the levels of interactions and presences. The results indicated that, cognitive presence is at the center of the CoI constructs, and student-content interaction, is found is more prominent than other interactions in terms of its relation to cognitive presence. Social presence scores were mostly related with student-student and student-teacher interaction scores. In addition, teaching presence scores were found in parallel with student-system interaction scores.

Impact of interactivity on learning outcome in online learning settings: Ordinal logit model

“…1 This finding is consistent with those obtained in the studies by Kumar et al 25 and Çakiroglu & Kahyar. 9 These studies found that studentcontent interaction has a significant effect and the strongest effect on student satisfaction. Among the student-faculty interactions (hypothesis 2), the student-messenger interaction (hypothesis 2-1) was accepted, but the student-zoom interaction (hypothesis 2-2) was rejected.…”

“…Çakiroğlu & Kahyar 9 revealed the relationship between presence and interaction using the Euclidean distance model and correspondence analysis. According to the results of the study, cognitive presence is at the center of CoI framework, and the relationship with student-system (technology) interaction is more prominent than those with other interactions.…”

“…This study has several implications for academic research. First, it builds upon the work of Çakiroğlu and Kahyar, 9 Swan, 10 and Rugube et al 11 by utilizing a learning analytics approach to empirically analyze the interactivity attributes that influence learning outcomes, based on Moore’s 1 interactivity model and Garrison et al’s 13 CoI framework theory.…”

A Study on the Efficacy of the Mentorship Platform in Education and Career Advancement

“…Online communities have transformed the way individuals engage in learning, collaboration, and personal growth [14], [15]. These digital platforms create a sense of belonging, allowing members to connect, exchange experiences, and support each other [16].…”

“…The chief aspects of online communities have peer support networks [9], knowledge sharing, collaborative learning, network opportunities. In online community-based learning, the members provide encouragement, advice, and moral support to one another [7] and exchanging ideas, best practices, and valuable insights under knowledge sharing attribute [14]. Interactive discussions, group projects, and peer-to-peer feedback comes under collaborative learning [12], [17].…”