Selective reading of large online forum discussions: The impact of rating visualizations on navigation and learning

Buder, Jürgen; Schwind, Christina; Rudat, Anja; Bodemer, Daniel

doi:10.1016/j.chb.2014.11.043

Cited by 31 publications

(27 citation statements)

References 35 publications

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“…Visualisations of information with regard to conflicting knowledge constellations or opinions of particular groups in online discussions can guide learners towards new points of view or to focus on yet unknown facts (Buder and Bodemer, 2008;Buder et al, 2015). Although previous research on cognitive group awareness has discussed making use of controversies in general, this research did not investigate any visualisations on the occurrence of controversies and the status of resolution yet.…”

Section: Controversies and Wiki Activitiesmentioning

confidence: 92%

“…They guide collaboration behaviours by providing individuals information on other learners' knowledge or opinions. Research on cognitive group awareness tools in controversial online discussions showed that they can highlight high quality arguments and different points of view leading to improved perception of minority opinions, a higher frequency of conceptual change and better learning outcomes (Buder and Bodemer, 2008;Buder et al, 2015).…”

Section: /25mentioning

confidence: 99%

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Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

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Section: Controversies and Wiki Activitiesmentioning

confidence: 92%

Section: /25mentioning

confidence: 99%

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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“…For instance, group awareness tools for dyads or small groups typically provide information about each individual member (e.g., Engelmann, Kozlov, Kolodziej, & Clariana, 2014;Kolodziej et al, 2016;Kozlov, Engelmann, Buder, & Hesse, 2015). In contrast, group awareness tools for larger groups aggregate the data from many individual users, thus only feeding back group averages (e.g., Buder & Bodemer, 2008;Buder et al, 2015;. For a detailed treatment on knowledge exchange in large groups, see also the chapter by Cress & Kimmerle (2017).…”

Section: Group-level Inputmentioning

confidence: 97%

“…Finally, cognitive conflict tasks can also benefit from group awareness tools. Examples are tools that capture group member ratings of quality of, and agreement with contributions in an online forum discussion (Buder, Schwind, Rudat, & Bodemer, 2015); tools that make stakeholders' priority in a negotiation salient (Kolodziej et al, 2016); or tools that assist in group members' pre-negotiation activities (Thiemann & Engelmann, 2015).…”

Section: Technologymentioning

confidence: 99%

A Conceptual Framework of Knowledge Exchange

Buder

2017

The Psychology of Digital Learning

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Knowledge exchange, defined as interpersonal interactions that change knowledge in the heads and/or knowledge in the world, is a topic of interest in many research fields. This chapter outlines a conceptual framework which captures many variables that play a role in knowledge exchange. The conceptual framework draws a distinction between input variables, process variables, and output variables. Moreover, the framework stresses the importance of taking both individual-level variables and group-level variables into account in order to describe and explain knowledge exchange. These variables can be used to describe and categorize a broad range of empirical studies from various scholarly fields. Patterns of covariation that are discovered in the network of variables have the potential to transform the conceptual framework of knowledge exchange into a theoretical framework.

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“…In such a network setting, participants are likely to become more selective when interacting with others. Buder, Schwind, Rudat, and Bodemer (2015) have also realized this problem in scalable discussions, and tested a new design of navigation in their study. More studies using network effects to inform the design of a social learning environment that could accommodate a global scale body of students are urgently needed.…”

Section: Discussionmentioning

confidence: 99%

Understanding the dynamics of MOOC discussion forums with simulation investigation for empirical network analysis (SIENA)

2016

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This study attempts to make inferences about the mechanisms that drive network change over time. It adopts simulation investigation for empirical network analysis to examine the patterns and evolution of relationships formed in the context of a massive open online course (MOOC) discussion forum. Four network effects-homophily, reciprocity, transitivity, and preferential attachment-were tested to explain the dynamic mechanisms of interaction in the MOOC forum. Understanding the network dynamics of relationships will allow us to explore how to develop a robust peer-supported learning environment and in turn improve the online learning experience in MOOCs.

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Selective reading of large online forum discussions: The impact of rating visualizations on navigation and learning

Cited by 31 publications

References 35 publications

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

A Conceptual Framework of Knowledge Exchange

Understanding the dynamics of MOOC discussion forums with simulation investigation for empirical network analysis (SIENA)

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