Asynchronous Online Discussion Forums Research Articles

Effects of Facial Recognition and Text Semantic Recognition on Affective Tutoring System

Facial recognition is the fastest method to detect emotions, and it can be combined with text semantic recognition to increase the accuracy of emotion detection. Emotions and creativity have often been discussed in recent years. A student will be interested in learning as long as he or she enjoys learning. Mind mapping is an active and simultaneous use of the left and right brains to stimulate the creativity and imagination of the learner, which is complementary to positive emotion. This study constructed an affective adaptive learning system that combines text emotions and facial clues in chatbot conversations to understand the emotional responses of learners during the learning process. The system is tailored to accommodate diverse learners through modules of varying difficulty scales, the incorporation of mind maps to support teaching and learning, and the implementation of asynchronous online discussion forums for discourse and feedback on course-related topics. The results revealed significant differences in critical thinking, reflective thinking, and problem-solving skills between the experimental and control groups, and students in the experimental group outperformed those in the control group on the creation of mind maps.

Student-led Classroom: Review on the advantages and disadvantages

This paper examines the benefits and drawbacks of student-led classrooms within the context of constructivist learning theory. The principles of constructivism align with this educational approach, which emphasizes active participation, social interaction, and contextual learning. The study investigates the influence of student-led classrooms on factors such as engagement, critical thinking, and knowledge retention. Although constructivist approaches, such as problem-based and inquiry-based learning, have notable advantages, they also pose difficulties, such as the requirement for explicit instruction and resource intensity. The study examines existing literature on the efficacy of student-led classrooms and asynchronous online discussion forums (AODFs), providing valuable insights into techniques that improve student engagement and learning outcomes.

Hearing the patient voice for persistent pain intervention development: recommendations for using a bespoke online discussion forum for qualitative data collection

Introduction Understanding patients’ experiences is important when developing interventions for people living with persistent pain. Interviews and focus groups are frequently used to capture beliefs, views, and perspectives. These methods often require a commitment to a predetermined date and time that may present a barrier to participation. An asynchronous online discussion forum, specifically designed for research purposes, provides an alternative and potentially more accessible method for participation. In this article we discuss a bespoke online discussion forum, the Q-PROMPPT blog, as a case example. Methods We describe how we developed the Q-PROMPPT blog, with patient and public involvement, and its use as an innovative method for qualitative data collection in the context of developing an intervention for patients prescribed opioids for persistent pain. Drawing on our experiences we discuss the following areas: planning and design, participant recruitment and registration, and participant experience and engagement. Results We identify and address key concerns for each area of the Q-PROMPPT blog: planning and design: choosing software, assigning roles, designing the interface to promote usability; recruitment of participants: recruiting eligible participants, participant anonymity; participant experience and engagement: mitigating risk of harm, facilitating discussions, planning for forum close. Conclusion Based on our lessons learnt, we outline recommendations for using a bespoke online discussion forum as a qualitative method to inform intervention development for people living with persistent pain. These include collaboration with information communication technology teams, co-design with patient and public partners, minimising risk of imposter participants and developing trust and online community identity.

“You have done a great job, but I would make some changes.” Concession and politeness in asynchronous online discussion forums

The aim of this study is to provide a preliminary characterisation of concessives in asynchronous online discussion forums and to explore how learners participating in the discussions use concession in combination with other politeness strategies in a collaborative pedagogical context. For this purpose, a corpus of 165 concessive clauses headed by but (henceforth, butCs) was extracted from the English component of the Santiago University Corpus of Discussions in Academic Contexts (SUNCODAC). First, we explored the co-occurrence of butCs with different lexical features (first and second-person pronouns and adjectives, hedges, boosters and positive and negative sentiment words) which have been reported to be important for this categorisation (Hyland 2005; Musi et al. 2018). Then, variations in the frequency of use of these linguistic features were investigated using the Log Likelihood test in relation to different contextual factors: a) message section, b) course period, and c) gender. The results of the quantitative analyses indicate that the typical butC co-occurs with a set of lexical features whose distribution is clearly determined by the discourse function of the two concessive propositions, and by the part of the message in which it appears. Furthermore, the fact that the frequency of all features seems to decrease over time seems to point to an evolution from a more tentative to a more confident tone in posts. The results also confirm the existence of gender-related differences.

Incorporating Intersectionality of Gender and Race Into an Assignment: Students Interviewing Their Grandparents

ABSTRACT Via an asynchronous online discussion forum, 186 college students narrated a life history, as one of their grandparents, making “I” statements. The aim of this mixed method study was to further examine the intersectionality of race and gender revealed in these narratives. Thematic analyses were conducted to identify themes related to lived experiences of the grandparents, and how experiences were interpreted by students in their narratives. Differential vulnerability was reported based on gender and race. More women than men, and more persons of color than white narrators, reported greater life challenges and hardships in all major themes that emerged from the narratives. The intersectionality of race and gender and double jeopardy hypothesis were supported by the study findings.

Asynchronous Online Discussion Forums: Effective Undergraduate and Graduate Course Approaches

Asynchronous Online Discussion Forums: Effective Undergraduate and Graduate Course Approaches

Optimising care and the patient experience for people living with dementia: The perceptions of radiography practitioners

IntroductionDespite abundant literature on the diagnosis of dementia, limited research has explored the lived experiences by radiography practitioners when delivering care to people living with dementia (PLWD). This study explored the perceptions and compatibility of current professional guidance by both radiography practitioners and key stakeholders involved in developing the Society and College of Radiographers clinical practice guideline document for caring for people with dementia. MethodsThis was a two-stage qualitative multi-method study. Fifteen diagnostic and two therapeutic radiography practitioners from across the UK participated with three asynchronous online discussion forums. One core member and three members from the key stakeholder group participated with individual semi-structured interviews. Data analysis included narrative and thematic analysis. ResultsParticipants from both stages identified enablers and barriers to providing person-centred care (PCC) to PLWD. Three superordinate themes were identified linked to (1) Challenges in delivering person-centred care to people living with dementia, (2) The need for role specific education and training, and (3) Partnership working with carers. Challenges in delivering care included time and resource pressures. The lack of dementia specific education compounded these difficulties. Care partners were seen as an asset to providing care. ConclusionProviding PCC to meet the individual needs of PLWD can be challenging in practice. This is often due to time and resource implications. There were also issues with the identification of PLWD prior to their attendance in the department. Carers could help to alleviate some challenges. There is a need for profession specific education and dementia awareness training to support the provision of PCC to PLWD. Implications for practiceDementia training needs to be specifically tailored for radiography practitioners to bridge the gap between guidelines and clinical practice rather than being generalised from other disciplines.

Solving ill-structured problems mediated by online- discussion forums: Mass customisation of learning


 
 
 To foster students’ learning of critical-thinking skills, we incorporated ill-structured problems in a Human Diseases module for third-year Life Sciences students. Using a problem-solving rubric and working in groups of three, students attempted to solve problems presented to them. We mediated their discussions by asynchronous online discussion forums (AODFs) as part of mass customisation of learning for 40 students where personalised learning was constrained by structure of the module. We examined the quality of students’ discussion, focusing on the feedback group members provided to one another, using an interpreted Structure of Observed Learning Outcomes (SOLO) taxonomy to code students’ feedback. Our analysis indicated that the students were able to provide uni-structural and multi-structural level in relation to solving an ill-structured problem, even though they are not used to solving ill-structured problems. This indicated that in a mid-size class, while personalised-learning is not always easy, it is possible to mass customise learning for students using common ill-structured problems in a class by mediating problem-solving using student discussions as feedback. However, more can be done to scaffold peer feedback on solving ill-structured problems so that the level of collaborative-learning can be improved in a mass customised model that approaches personalised learning.
 
 

Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework

The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction design for online collaborative learning intended to support the CoI presences. This study was aimed at developing the interaction design of an asynchronous online discussion forum employing a user-centered design method contextualized to the learning-centered design approach. Seven scenario and user interfaces were created to facilitate one introductory activity and four phases of inquiry. The design was evaluated through contextual interviews with ten students. The interviews revealed that the prototype encouraged and supported (a) introductory activity (social presence), (b) idea exploration (cognitive presence), (c) summarizing the discussion (cognitive presence), and (d) facilitating discussion (teaching presence). Future research could be aimed at improving the proposed design based on recommendations and developing a fully functional working system to be tested in real settings.

It is about who you know (and how you help them): Insights from staff and donors about how to recruit and retain a panel of committed anti-D donors.

Maintaining a panel of committed anti-D donors is crucial for the production of anti-D immunoglobulin to prevent haemolytic disease of the foetus and newborn. Given low numbers of donors in the Australian panel, there is a need to better understand motivators and barriers specific to anti-D donors. A qualitative approach was used to gather perspectives of staff and current anti-D donors in Australia. Focus groups were held with staff involved with the anti-D programme. An asynchronous online discussion forum and interviews were conducted with donors. All data were coded using deductive and inductive thematic analysis. Staff stressed the importance of recruiting donors who met their own informal criteria as well as the formal selection criteria in order to maximize the chances of donors committing to making regular plasma donations. In contrast, donors were motivated by having a personal connection to anti-D, the recipient group and being eligible to join the programme. Support from staff and understanding the value of their donations also helped donors overcome concerns about the risks of joining the programme and reduced barriers to remaining in the programme. Anti-D donors in Australia are motivated by multiple factors, including knowing who the recipient is, and dedicated staff are integral to building donors' commitment through education and support. Findings suggest the current approach to recruitment could be broadened to include all donors who meet formal selection criteria, with retention enhanced by reinforcing and rewarding the motives identified by donors for donating.

Mediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic: Implications for re-imagining online collaborative self-directed peer engagement and learning

The COVID-19 pandemic precipitated the burgeoning of online learning and asynchronous online discussion forums in higher education due to restrictions on face-to-face teaching and learning interactions. Previous research on asynchronous online discussion forums focused on the processes that enhance or limit discussion threads and how discussion posts develop students’ reflection and critical thinking skills. Although asynchronous online discussion forums are regarded as spaces for interactive learning, very little is known about how they facilitate epistemological access and enable collaborative peer learning interactions during periods of disruption such as the COVID-19 pandemic. The current study explores voluntary asynchronous online discussion forum participation in a non-credit bearing course from a unique angle of mediating epistemological access to online learning. This study draws on connectivist theory as a theoretical framework in a digital age where the student is in control of engagement interaction and information exchange. The central research question posed is how does an asynchronous online discussion forum mediate epistemological access to online learning and facilitate collaborative self-directed peer learning during the COVID-19 pandemic? The present study is underpinned by an inductive qualitative exploratory case study approach. A total of 2 146 discussion posts from 1 348 students across five faculties were downloaded from the learning management system and analysed using thematic analysis. This study indicates that epistemological access using a technology-mediated tool, is best facilitated through agency at the institutional, the instructor and the student level. The findings show that despite academic and technological challenges an online discussion forum enables epistemological access, interactive exchange of information and the formation of collaborative peer learning communities. In an age of digital inequalities, this study provides a starting point to uncover ontological barriers to epistemological access to online learning and signals the importance of integrating epistemological access, pedagogy and technology. This article concludes with implications for re-imagining the design of online multi-modal pedagogy to mediate online collaborative self-directed peer engagement and learning.

Learners' interaction patterns in asynchronous online discussions: An integration of the social and cognitive interactions

AbstractStudying the networked nature of social and cognitive aspects of learner interactions is the key to understanding how successful collaborative learning occurs in asynchronous online discussion forums (AODFs). Guided by network science and multiplex network analysis, this study compared the differences of network structure and properties between the social (learners as nodes and commenting on the others' contributions as edges) and cognitive (learners as nodes and explicitly quoting the others' contributions as edges) networks within an AODF. It additionally examined the differences of individual measures between these two monolayer networks and their integrated two multiplex networks. The two multiplex networks were respectively framed in superimposed and unfold approaches. Moreover, correlation analysis was conducted to examine the relationships between individual measures and learning performance across the four networks. Results showed key differences at the network and individual levels between the social and cognitive networks. The two networks had different compositions of participants, and students in the cognitive network occupied more central positions in general. Besides, certain individual measures in the multiplex networks were relatively higher and more related to learning performance than those in the monolayer networks. These results indicate that integrating multi‐aspect information of collaboration may be more conducive to unveiling learners' interaction patterns in asynchronous online discussions. Practitioner notesWhat is already known about this topic? Studying the networked nature of the social and cognitive aspects of learner interactions is the key to understanding how successful collaborative learning occurs. Social network analysis and content analysis are two commonly used methods to analyse learner interactions in asynchronous online discussions. There is a lack of research examining learners' overall interaction patterns by integrating social and cognitive interactions. What this paper adds? This study framed cognitive interactions as a networked phenomenon to unveil the way learners participate in the cognitive aspect of learner interactions. Multiplex network analysis (MNA) was introduced to integrate social and cognitive interactions to understand learners' overall interaction patterns. Integrating social and cognitive interactions led to a more closer relationship between learner interactions and learning performance. Implications for practice and/or policy? The proposed approach for framing the cognitive network and the introduced approach of MNA could be jointly employed to discern learners' overall interaction pattern in asynchronous online discussions. Course facilitators and instructors should be aware of the inconsistencies in social and cognitive interactions and then simultaneously examine them so as to acquire an accurate understanding of learners' diverse interactions. Pedagogical strategies for simultaneously facilitating social and cognitive interactions could be used to better improve learning performance.

Fostering Group Autonomy Through Collaborative Learning in an Online Environment

Learner autonomy is recognised as being associated with effective and successful learning. Whilst significant scholarship has focused on individual learner autonomy, a review of the literature indicates that the interdependence and social dimension of learner autonomy are largely under-researched. The primary objective of this study is to examine how learners engaged in a collaborative inquiry outside the classroom utilising an asynchronous online discussion forum and to what extent the collaborative task fostered group autonomy. Employing thematic analysis, postings of 20 students in a peer-moderated online discussion forum were analysed. The results revealed that the process of knowledge co-construction advanced and deepened the learners’ understanding of the subject matter. Furthermore, the collaborative inquiry helped establish a community of learning whereby students supported each other emotionally and cognitively, and they wanted to achieve well collectively. The study concluded that a well-designed collaborative task is key to fostering the social and interdependent dimension of learner autonomy.

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand their problem-solving approaches. The students worked in small groups using asynchronous, online discussion forums (AODFs) to discuss their approaches to solving an ill-structured problem posed. Each group submitted their solution to the problem in an essay. From my analysis of students’ posts at AODFs, students seemed fairly competent in using domain-specific knowledge and certain domain-general skills in scientific argumentation. However, they lacked the ability to properly define the problem scope and, consequently, failed to address the problem adequately. The study illuminated students’ challenges and provided me possible ways to plan relevant scaffolds in subsequent iterations of the activity.

Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

To foster students’ learning of critical-thinking skills, I previously introduced ill-structured problems to provide students opportunities to apply content knowledge and thinking skills. However, I noted that my third-year, life sciences students were not solving such problems effectively. Therefore, I used a grounded approach and conducted content analysis of students’ forum discussions to understand their problem-solving approaches. The students worked in small groups using asynchronous, online discussion forums (AODFs) to discuss their approaches to solving an ill-structured problem posed. Each group submitted their solution to the problem in an essay. From my analysis of students’ posts at AODFs, students seemed fairly competent in using domain-specific knowledge and certain domain-general skills in scientific argumentation. However, they lacked the ability to properly define the problem scope and, consequently, failed to address the problem adequately. The study illuminated students’ challenges and provided me possible ways to plan relevant scaffolds in subsequent iterations of the activity.

Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study

This study investigated critical thinking indicators of students’ postings on the asynchronous online discussion forums on the learning management system (LMS) at Arab Open University (AOU), Jordan. The models used to diagnose nineteen students’ postings were Garrisons’ (2001) thinking skills and Newman (1995). Results revealed that participants’ postings reflected the critical thinking indicators proposed by Newman like relevance and importance, but students need to enhance skills like justification, and critical assessment. According to Garrisons’ model, participants could identify, and explore problems, but they need support to evaluate the problem and integrate solutions into their existing knowledge. The findings reveal that participants acquire essential critical thinking skills, but they need to focus on higher order skills. Further research should be conducted using different courses issues to impart the critical thinking indicators that students need in higher institutions. In addition, instructors should be trained on how to formulate online tasks that stimulate high level of thinking.

Faculty's perspective on skill assessment in undergraduate medical education: Qualitative online forum study.

BACKGROUND:India is at the nascent stage of competency-based medical education. Faculties trained in medical education are the main driving force for change. The present study explores the perception of faculties about the current practices and problems in medical/dental/nursing undergraduate assessment, barriers to adoption of best practices, and solutions for addressing them.METHODOLOGY:A qualitative study was designed and data collected through an asynchronous online discussion forum. A group of 31 health professionals (FAIMER fellows selected on the basis of active participation in department of medical education of respective colleges) participated in the forum. An open-ended topic guide with prompts was designed. The forum was initiated by release of discussion topics (threads) at the start of the month and remained in forum throughout the month. Researchers moderated and recorded day-to-day events. All online forum data were coded line by line and analyzed using conventional content analysis.RESULTS:Four categories generated were: (1) Low utility of current skill assessment system due to low validity and reliability; (2) Barrier in adopting newer assessment tool due to the absence of felt need of faculties and students, mistaken beliefs, and limited resources; (3) Poor implementation of newer assessment tools such as formatives and objective structured clinical examination with no blueprinting; and (4) Solutions proposed were regular formative assessment, criterion-based examination, quality-assured faculty development programs, and administrative support.CONCLUSIONS:Barriers in adopting newer assessment tools are related to the faculty's perception and resource constraint. This can be addressed by quality-assured faculty development programs and effective implementation of competency-based education.

Who are online learning leaders? Piloting a leader identification method (LIM)

An asynchronous online discussion forum has been a prevalent means of collaborative online learning. Yet, it remains challenging for instructors to identify who and how students emerge as learning leaders. To overcome this challenge, this study aims to: (a) conceptualizing learning leadership in the context of online asynchronous discussions, (b) proposing a Leader Identification Method (LIM), and (c) testing the proposed method by using empirical data on how learning leaders behave differently from their peers in terms of behavioral, cognitive, and emotional engagement. Assuming that learning leaders emerge from social interactions in online discussions and drawing on the literature on leadership and social network analysis, we conceptualized three types of learning leadership roles: full facilitator, transactional facilitator, and attractive facilitator. These leadership roles are assumed to be associated with learners' levels of engagement in behavior, cognition, and emotions. To that end, we developed the LIM that factors in learners' behavioral, cognitive, and emotional engagement. Using a case study method to test the LIM, we collected two cohorts' online interaction data, as well as the data on the cohorts’ behavioral, cognitive, and emotional engagement. The results established the reliability and validity of the LIM. Specifically, compared to non-leaders, the learning leaders exerted more transformational leadership, higher cognitive engagement, and more frequent emotional expression. The LIM pave the foundation for identifying learning leadership and providing pedagogical support to foster learning leadership development in online collaboration.

A great resource that should be utilised more, but also a place of anxiety: student perspectives on using an online discussion forum

ABSTRACT A range of studies into the efficacy of online discussion forums is available, and this study seeks to add to the body of evidence around students’ experiences of using online discussion forums within a distance learning context. The Open University (OU) is still the UK’s largest provider of distance higher education. OU distance learners are encouraged to participate in asynchronous online discussion forums and collaborate with their peers, thus benefiting from working with others and reducing social distance. We investigated student perspectives on their feelings about participation in ‘tutor group’ forums. We drew on comments provided via email to identify key themes and provide insights into positive and negative experiences; some findings reinforce existing research, e.g. forums as a welcome source of peer and tutor support. However, we also identified practices and factors reported as causing anxiety or reluctance to enter an online ‘space’, and leading to non-participation. These included the nature of other students’ posts, dominance by peers, unwelcome demands on students’ time and the ‘exposure of the self’ through writing online. We consider the tensions and anxiety reported, discuss the implications, and suggest ways to improve the online student experience.

Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance

The growth of online learning environments entails understanding of how to promote collaborative knowledge construction processes and create learning environments that support meaningful student engagement and interactions. Asynchronous online discussion forums are intended to support knowledge construction and higher-order thinking and are becoming even more appealing for their predictive relationship with learning. This paper describes a study that explored the complex dynamics of knowledge construction in pre-service teacher education through examining student teachers' cognitive presence in online discussion forums and their academic performance. The results of multiple regression analysis showed that certain levels of cognitive presence were associated with students' academic performance. In addition, network analysis of discussion forums revealed that student centrality within their learning networks moderated the association between the highest level of cognitive presence and academic performance. The paper concludes with discussing the theoretical and practical implications of the findings.