Towards a Sentiment Analyzing Discussion-board

Abstract

In this paper we present the design and construction of a sentiment analyzing discussion board, which was used to support learning and interaction within an existing online social networking (OSN)

Co-creation and online learning

“…As a result, we could benefit from an exploration of social exchange theory. In exploring concepts such as "communal sentiment" (Thoms et al, 2017), and theoretical frameworks such as social presence theory, we may gain a richer insight into the human dimension that underpins interaction. The work of Salmon (2004), Salmon et al (2010), andHarasim (2012) have a particular resonance here.…”

“…These include tone (Grady, 2003), grammar (Edelstein and Edwards, 2002), number of words (Biesenbach-Lucas, 2003), reasoning (Edelstein and Edwards, 2002), levels of controversy (Burstall, 2000), and content (Edelstein andEdwards, 2002, Grady 2003)'. Bliss and Lawrence (2009) reported that 28% of postings related to contributing, 27% related to discussion, with 26% concerned with personal reflection on a group discussion, with 15% concerned with asking for help and 4% Wasko and Faraj (2005), for example suggest that as much as 39% of posts are ignored, and Thoms (2017) report that only 30% of postings contained positive comments. Moreover, for Ridings and Wasko (2010), there is an inherent problem associated with discussion boards.…”

“…Alternative models of social interaction and knowledge co-creation are drawn from a range of competing theoretical positions much of which is linked to social exchange theory (Brown and Duguid, 2000). In their work on sentiment analysis, Thoms et al (2017) offer a conceptual framework that combines constructivist notions of learning alongside engagement and social presence theory in which social capital becomes a driver of social interaction and common purpose. In so doing, Thoms et al (2017) challenge the idea of transactional networks, as described in activity theory, and emphasise the communal identity in which "knowledge contribution is a socially complex process that involves a variety of actors, with different needs and goals (Wasko and Faraj, 2005, p. 53).…”

“…In their work on sentiment analysis, Thoms et al (2017) offer a conceptual framework that combines constructivist notions of learning alongside engagement and social presence theory in which social capital becomes a driver of social interaction and common purpose. In so doing, Thoms et al (2017) challenge the idea of transactional networks, as described in activity theory, and emphasise the communal identity in which "knowledge contribution is a socially complex process that involves a variety of actors, with different needs and goals (Wasko and Faraj, 2005, p. 53). In addition to the development of a common identity and focus, Dennen and Wieland (2007, p. 285) argue that students must aim for intersubjectivity, where they must develop a "shared understanding".…”

Developing a Mobile Social Learning Application for Interdisciplinary Technology Courses

“…Critical to SocialXYZ, the discussion board facilitates cognitive, on-topic, on-task, and sustained discussion among students (Pituch and Lee, 2006), and allows peers to communicate using similar language styles (Caldwell, 2007). In previous design iterations, SocialXYZ was enhanced to include a recommender system based on the sentiment and quality of discussion posts (Thoms et al, 2020), (Thoms et al, 2017). While effective in the browser, the system interface breaks down across mobile devices, where screen real estate is constrained.…”