Discussion Boards Research Articles

Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review

IntroductionThe need for more scalable, accessible and affordable education, coupled with technological advancements in information sharing technology and collaborative platforms has led to the growth of MOOCs (massive open online courses). The growth of MOOCs has resulted in learning becoming increasingly distributed, affordable and flexible compared to traditional classroom education, allowing individuals in disadvantaged groups to access high quality educational materials. However, new challenges emerge, most notably with MOOCs’ low completion rates. Among the reasons for a low completion rate, lack of interaction with peers is cited as a major reason, yet, interventions to promote social interaction has received relatively less attention. From a constructivist perspective, social interactions among peers are essential in helping individuals learn. This systematic literature review aimed to understand social interaction interventions in MOOC settings. This includes constructs measured as learning outcomes and how they were measured.MethodsLiterature articles were sourced from multiple databases and filtered for inclusion using the PRISMA process and its four phases. Twenty articles were included in the final review.ResultsResults of the review showed that social interactions fall into three categories: discussion forums, learning groups and one-to-one interactions with peers. Learning outcomes investigated were grouped into four categories: knowledge, social engagement, learning engagement and learner experience.ConclusionAcross the studies, there were clear positive effects of social interaction on learning outcomes. Intervention strategies include sending prompts for individuals to use discussion boards and also grouping learners by homogeneity based on their learning engagement. However, more experimental studies are necessary to bolster the evidence of a causal impact of social interactions. Also, further research should be done to understand potential mediating factors that contribute to the success of implementing social interactive elements in MOOCs.

Low-Level Students’ Perspectives Toward Synchronous and Asynchronous Blended Learning Activities in the Post-Pandemic Era

Entering the post-pandemic era, educators at universities across South Korea dealt with many restrictions and challenges transitioning back to face-to-face courses. To overcome these difficulties, some instructors used their experiences during emergency remote teaching to incorporate more blended learning activities. This study aimed to gain insight into low-level students’ perspectives toward participating in online synchronous and online asynchronous activities during an in-person EFL course in the first semester of 2022. A total of 83 students participated in this study by completing a series of surveys composed of a mix of Likert-scale and semi-structured qualitative questions. Data analysis combined descriptive statistical analysis with qualitative analysis based on the creation of themes and categories. Key findings are as follows: first, learners enjoyed both types of blended learning activities but preferred asynchronous discussion boards; second, low-level learners believe synchronous activities can help improve their listening skills, while asynchronous activities provide valuable chances to read and write; third, low-level students will accept an activity if they perceive it has value, and these learners have their own opinions of how to make the activities better. Specific comments and examples related to student perspectives and suggestions for the future use of blended learning activities are discussed.

An Evaluation of Asynchronous Online Discussion Board Formats in Interteaching

An Evaluation of Asynchronous Online Discussion Board Formats in Interteaching

Teaching strategy adaptations in undergraduate dental education during the COVID-19 pandemic.

During the COVID-19 pandemic, dental institutions were challenged to rapidly adapt to the inability of teaching in-person lectures and pre-clinical simulations. Strategies had to be quickly developed to guarantee the safety of faculty and students, while also adhering to national guidelines to ensure that educational standards were met and students' graduations and entrance into residency programs were notdelayed. This literature review assesses the novel strategies that dental schools created and implemented to teach in a distance-learning platform and evaluates the advantages and disadvantages of these strategies. In addition, this review talks about the lessons learned during the pandemic and the incorporation of successful strategies after the pandemic ended. This review evaluated the literature using PubMed and ScienceDirect with the following keywords: "teaching strategies," "dental education," and "COVID-19." The search strategy yielded 15 articles that assessed relevant teaching strategies that were implemented during the COVID-19 pandemic. The literature described the swift response of dental institutions in implementing teaching strategies in response to the inability of continuing in-person teaching. An overwhelming majority of institutions moved their didactic lectures to online platforms. Several institutions implemented online simulations with virtual reality models, videos and discussion boards, standardized patient actors, and case-based discussions. Many of the teaching strategies that were implemented as a result of the COVID-19 pandemic were highly effective. Dental schools were able to satisfy Commission on Dental Accreditation standards and meet students' requirements for graduation during the pandemic despite the rapid and unplanned shift away from in-person instruction and simulation secondary to the COVID-19 pandemic.

Pedagogical practices in a gaming affinity space and the motivating sting of Elden Ring

This qualitative thematic analysis examines Reddit community members’ pedagogical practices in a discussion board related to Elden Ring, a notoriously difficult video game. Elden Ring is highly acclaimed by both critics and users for its excellent gameplay and tough-but-fair philosophy. A focal thread on Elden Ring was selected in which a novice player shared their difficulties in the game and community members replied to share advice, perspectives, and experiences on the game and gameplay success. Data analysis revealed two primary themes of pedagogical practices in this affinity space: instructional pedagogical practices and affective pedagogical practices. Instructional pedagogical practices included Explaining, Strategizing, and Questioning & Answering. Affective pedagogical practices included Encouraging and Empathizing. Collectively, these six pedagogical practices illustrate how dedicated fans of Elden Ring acted as a community of practice and supported one another’s learning experiences on this Reddit discussion board affinity space. Implications for education and directions for future research are discussed.

Understanding cognitive engagement in virtual discussion boards

Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the responses themselves. This study explores higher education students’ cognitive engagement when posting to asynchronous online discussions, investigating the levels and types of engagement for both written and video responses. Student responses were qualitatively coded based on themes that aligned with the ICAP framework of cognitive engagement. Descriptive and quantitative analyses were used to understand the types of cognitive engagement observed in online discussions, differences in video and written posts or when they had a choice in how to respond, and if patterns existed throughout the course. Results suggest that students do show deep levels of cognitive engagement in asynchronous discussions, in both written and video posts. Students exhibited deeper levels of cognitive engagement when they were given the choice in how to respond. There were no patterns over time in the course in cognitive engagement within students across the written and video posts. The structure and instructions of the prompts themselves may be important for eliciting deeper levels of responses. More explicit prompting for students to engage in deeper reflections or abstract thinking may help students engage with course content at a deeper level.

Patient and caregiver perceptions of Chiari malformation: a qualitative analysis of online discussion boards.

Patients and their caregivers utilize online discussion board forums as a means to seek and exchange information about their or a loved one's condition. It is important for providers to be aware of such concerns and experiences. The goal of this study was to identify the primary concerns expressed on these discussion boards regarding Chiari malformation type I (CM) and to help guide clinicians in understanding patient challenges in the treatment of CM. The authors performed thematic analysis of anonymous online discussion board posts as identified through internet search engines. They then adopted a previously developed grounded theory method that utilizes a three-tiered coding and grouping process of posts based on commonly discovered content themes. Analysis of 400 discussion board posts identified four distinct themes raised by CM patients and their caregivers: the path to diagnosis, symptoms experienced, surgical intervention, and high emotional burden. Although each individual experience was unique, the path toward a CM diagnosis was expressed as a journey involving multiple physicians, alternative diagnoses, and feelings of dismissal from providers. The most common reported symptoms included dizziness, headaches, neck and back pain, sensory issues, weakness and paresthesias of the extremities, speech issues, and general fatigue. Additionally, there was an overall sense of uncertainty from patients seeking advice regarding surgical intervention, with users expressing diverse sentiments that included both positive and negative outcomes regarding surgical treatment. Lastly, a wide range of emotions was expressed related to a CM diagnosis, including concern, worry, anxiety, depression, stress, fear, and frustration. CM is a frequent imaging diagnosis identified in patients presenting with a wide range of symptoms, and as a result this leads to a diverse set of patient experiences. Analysis of CM patient and caregiver discussion boards revealed key themes that clinicians may address when counseling for CM.

Providing technical assistance to inclusive postsecondary education programs on paid employment experiences of college students with intellectual and developmental disabilities: A case study

BACKGROUND: Students with intellectual and developmental disabilities lag behind their peers without disabilities when it comes to participation in college and employment. In response to this, researchers at Virginia Commonwealth University (VCU) created an online, six-week course for staff who work with students with disabilities in inclusive postsecondary education (IPSE) programs. OBJECTIVE: To create a course and technical assistance (TA) based on implementing supported employment strategies through VCU’s ACE-IT in College model, using evidence-based employment practices. The course and TA were developed to increase the skills of IPSE program staff, as well as increase the number of paid internship opportunities for the students in their programs. METHODS: VCU staff offered a six-week training program, followed by yearlong technical assistance to college and university staff who implement inclusive postsecondary education programs. The researchers conducted a case study of one program and followed them through the course and their TA activities. Data examined were: facilitated discussion board responses, needs assessment results, meeting notes and case study notes, as well as goals and strategies they developed. RESULTS: Results indicate a need for more staff and funding, as well as university buy-in. The fidelity of implementation allowed researchers to make slight adjustments for future TA participants. CONCLUSION: One participating program emerged as a case study site, and results indicate a need for more staff and funding. Detailed descriptions and technical assistant support strategies are provided, as well as implications for further research.

Retrograde Cricopharyngeal Dysfunction: A Review.

Retrograde cricopharyngeal dysfunction (RCPD), also referred to as retrograde cricopharyngeus dysfunction, is a condition characterized by the inability to burp. The pathophysiology of this condition is thought to result from failure of cricopharyngeal sphincter relaxation during periods of esophageal distension, which leads to patients' bothersome symptoms. RCPD negatively impacts patients' quality of life and is associated with bloating, gurgling, avoidance of carbonation, self-imposed dietary and lifestyle changes designed to minimize discomfort, and flatulence. Complaints often start during adolescence, and many patients search for a diagnosis for years before obtaining treatment. A recent increase in awareness through patient-led social media discussion boards describing the 'no burp' syndrome is leading to an increasing incidence of presentations, often with patients making a self-diagnosis. The increased incidence of RCPD is fueling a larger case series investigating treatment options and outcomes. In this review, we discuss what is known about the pathophysiology of this condition, the otolaryngologic perspective on diagnosis and treatment, the patients' lived experience of this condition, and the influence of social media on RCPD.

Enhancing Teachers’ Professional Identity in a Reflective Learning MOOC

Social interaction in online teacher training can be challenging. Accordingly, we aim to explore how a massive open online course (MOOC) for teacher training affects the professional identity (PI) and development of teachers. This course was developed based on the reflective learning framework (RLF) and utilises modelling as a teaching method. For that, we enrolled in a mixed-method research study. Data were collected from 54 teachers and three discussion boards. Next, it was analysed through content analysis using grounded theory, the application of the narrative reflection assessment rubric (NARRA), and statistical tests. As a result, we observed a significant increase in teachers’ evaluations regarding reflective thinking (from 24% to 67%) and sociocultural learning (from 13% to 39%) after completing the course. Pearson’s r coefficient showed a positive relationship between the fourth NARRA element, transformation, and its predecessors. This indicates that each element plays a role in a continuous development process. The evidence was sufficient to conclude that the training promoted teachers’ PI development, except in the domain of job satisfaction.

Technology for sustainability in the educational context: A portrait of the Italian universities

This paper aims to investigate the topic of sustainability within the educational context, specifically the link between the adoption of digital and smart technologies, including AI applications, and sustainability within higher educational institutions. Starting from the consideration that digital and smart technologies play a crucial role in supporting any organizational processes, including educational and training processes, we aim to provide a portrait of the Italian universities and their way to be much more sustainable adopting digital and smart technologies (water dispensers; waste recycling; accessible website; visual content in PowerPoint slides; studentfacing online tools, such as, clickers, discussion boards, chat bots, and WIKIs accessible, etc.). Starting from a deep review of the literature on the topic, we investigate the Italian universities mapping them considering some specific main features (i.e. the development and adoption of sustainability practices and solutions also through digital and smart technologies, the adoption of e-learning solutions, etc.). This qualitative research, through a multiple case study, provides possible interesting insights for the future, investigating one specific country, where some factors, such as cultural, contextual, geographic, and organizational factors, should significantly impact the way universities try to be much more sustainable through the adoption of digital and smart technologies, and, consequently, becoming ‘smart and sustainable’ universities.

Best Practices for Online Discussion Boards

Best Practices for Online Discussion Boards

Swamedig Prototype: The Integrating Application for Interprofessional Practice of Pharmacists, Nurses, and Midwives

Related to the participating of midwives and nurses in the self-medicate by community outside of pharmacist supervision, since the public is more able to expect improper medication. Instead of efforts to eliminate the involvement of both stakeholders, employing the information system that integrates interprofessional practice with pharmacists will be a suitable deal. After that we carried out a literature review by searching several national publications related to the development of online self-medication applications, flowcharts were compiled using web-based online diagramming software; draw.io. Microsoft Office Power Point version 2019 was used to create the user interface. The prototype outcomes were displayed in a scientific discussion board for pharmacy students, and members granted reviews and feedback. Here in, we show our “Swamedig” prototype, the integrating application for interprofessional practice of pharmacists, nurses, and midwives. Our prototype is an application integrating interprofessional practice of pharmacists, nurses, and midwives. The program connects them in collaboration of expertise to support the community taking self-medication. The core of our menu, pharmacists supervising drug selection and administration based on assessments performed by nurses and midwives. Thus, our project is developed to realize the rational drug use. In addition, our prototype was ready for the next stage on the engineering to complete the software development process.

Post-marketing surveilance study of creatine-guanidinoacetic acid safety in healthy adults.

A post-marketing surveillance study assessed the adverse events and possible risk of elevated homocysteine levels after the supplementation with creatine-guanidinoacetic acid mixture in apparently healthy adults. The participants were recruited through social media platforms and online discussion boards, with side effects and total plasma homocysteine (T-Hcy) levels evaluated regularly during a supplementation period of 6 months. Thirthy eight individuals (n = 38, 34.2% female) completed the evaluation period and were included in the final analyses. Serious side effects were absent. Two participants (5.3%) reported transitional nausea during the introductory weeks of the supplementation; no participants stopped the treatment. Baseline T-Hcy levels were 11.6 ± 3.1 μmol/L (95% confidence interval [CI], from 10.6 to 12.6). The intervention induced a mild reduction in T-Hcy levels across the monitoring period (p = 0.028), with T-Hcy levels after 1, 2, 3, and 6 months were 10.4 ± 3.0 μmol/L, 10.6 ± 2.9 μmol/L, 10.1 ± 2.7 μmol/L, and 9.3 ± 2.8 μmol/L, respectively. These findings suggest the overall tolerability of creatine-guanidinoacetic mixture in healthy adults, with homocysteine-increasing risk of no concern.

투자자의 정보공유활동에 따른 애널리스트 이익예측과 주가수익률 간의 관련성

[Purpose] In this study, we examine whether stock price reactions on analyst report announcement days are differentiated by the level of activation of NAVER stock discussion boards, and by the sharing of accounting information in the discussion boards.
 [Methodology] For the analysis, we collected posts from NAVER stock threads and categorized posts containing accounting terms as accounting information posts. The stock price reaction on the announcement day of an analyst report was measured by the excess return on the announcement day.
 [Findings] The results show that the number of posts in NAVER stock threads is positively related to stock returns on analyst report announcement days. This provides evidence that information in analyst reports is quickly reflected in stock prices in the case of stocks where information sharing and diffusion among individual investors is active on the Internet. We also find that the number of posts containing accounting information in stock discussion boards is positively related to stock returns on the day of the analyst report. This provides evidence that value－ relevant accounting information triggers investment decisions by confirming or changing individual investors’ stock valuations.
 [Implications] This study provides evidence of the complementary role of information sharing and confidence among retail investors in analysts’ information by examining stock reactions on analyst report release dates. In particular, we provide evidence that the transmission and sharing of accounting information among retail investors on the Internet facilitates the incorporation of information into stock prices.

Community education on the health impacts of bushfires: Evaluation of an online pilot short course in Tasmania, Australia

Bushfires and smoke pose substantial risks to physical and mental health across exposed populations. Enhanced community-level knowledge and response capability may promote exposure reduction and therefore protect health, however few interventions exist to achieve this goal. We developed an online short course, ‘Bushfires and Your Health’, and piloted it with older adults as a vulnerable group. We evaluated course satisfaction, factors associated with course enrolment and completion, the likelihood of increased bushfire knowledge and response capability, and the likelihood of participants undertaking risk-mitigating or health-promoting actions. We (i) used a pre-post-course survey in the intervention group and a control group (who did not undertake the course); (ii) gathered data from the intervention group via a post-course feedback survey; and (iii) analysed participant discussion board submissions for evidence of course-related behaviour change. Compared to the control group, course enrolment was significantly positively associated with several demographic characteristics, including being retired (OR = 1.32, 95 % CI[1.02–1.71]), living in proximity to bushland (OR = 1.58, 95 % CI[1.23–2.04]) and having an existing bushfire survival plan (OR = 1.34, 95 % CI[1.05–1.70]), and significantly inversely associated with being employed (OR = 0.76, 95 % CI[0.59–0.97]) and having poor bushfire knowledge (OR = 0.78, 95 % CI[0.61–0.99]). Compared to the control group, course completion was significantly associated with increased bushfire knowledge, while enrolment and completion were significantly associated with participants undertaking new actions, including downloading and using an air quality app, developing a bushfire survival plan and making household preparations. An online short course has potential to increase knowledge and preparedness actions when managing bushfires and bushfire smoke.

Utilizing interprofessional education to foster diversity, equity, and inclusion concepts related to gender affirming care

Interprofessional education (IPE) is on the rise in healthcare fields for several reasons. IPE teaches the collaborative skills necessary for healthcare students to succeed in an increasingly diverse workforce. IPE also creates space for healthcare organizations to develop diversity, equity, and inclusion (DEI) objectives within curriculum and clinical practice. IPE's focus on diversity is important because recent research indicates a lag in DEI initiatives in healthcare. To better integrate DEI objectives into healthcare curricula, faculty from an OTD and MAT program developed an interprofessional assignment that could be implemented across multiple programs. The assignment was designed to improve DEI and IPE competence in OT and AT education.An OTD and a MAT course were chosen to pilot the IPE assignment. These courses were selected for two reasons: curricular content and logistic feasibility. A virtual synchronous and asynchronous format was determined as the best structure for the assignment. Students were asked to complete assigned readings and review a video about culturally sensitive topics, meet as an interprofessional group to discuss a healthcare encounter between a clinical staff and a transgender individual, and participate in an intraprofessional discussion board activity.The primary student learning outcomes for this assignment were threefold 1) Demonstrate use of interprofessional collaborative skills such as communication and roles responsibilities 2) Analyze how interprofessional collaborative skills might be utilized to care for diverse populations and 3) Integrate the use of DEI constructs within discussions of planned care. A rubric was used to assess students in each of these areas. Additionally, a thematic analysis was generated to understand how students’ use of interprofessional education skills and knowledge could enhance the care of diverse populations.Both groups of students in the pilot scored well. The average overall grade for occupational students was 37.25/40 (93 %) and the average overall grade for the athletic training students was 36/40 (90 %). The assignment analysis identified three improvements in student understanding, specifically enhanced quality of care, decreased knowledge gaps, and greater ability to check biases and accountability.

COVID-19 and the decline of active social media engagement

PurposeThe COVID-19 pandemic triggered an increase in online traffic, with many assuming that this technology would facilitate coping through active social connections. This study aims to interrogate the nature of this traffic-engagement relationship by distinguishing between passive (e.g. browsing) and active (e.g. reacting, commenting and sharing) engagement, and examining behavioral shifts across platforms.Design/methodology/approachThree field studies assessed changes in social media engagement during the COVID-19 pandemic. These studies included social media engagement with the most followed accounts (Twitter), discussion board commenting (Reddit) and news content sharing (Facebook).FindingsEven though people spent more time online during the pandemic, the current research finds people were actively engaging less. Users were reacting less to popular social media accounts, commenting less on discussion boards and even sharing less news content.Research limitations/implicationsWhile the current work provides a systematic observation of engagement during a global crisis, it does not claim causality based on its correlational nature. Future research should test potential mechanisms (e.g. anxiety, threat and privacy) to draw causal inference and identify possible interventions.Practical implicationsThe pandemic shed light on a complex systemic issue: the misunderstanding and oversimplification of how online platforms facilitate social cohesion. It encourages thoughtful consideration of online social dynamics, emphasizing that not all engagement is equal and that the benefits of connection may not always be realized as expected.Originality/valueThis research provides a postmortem on the traffic-engagement relationship, highlighting that increased online presence does not necessarily translate to active social connection, which might help explain the rise in mental health issues that emerged from the pandemic.

Online interactive discussion boards: exploring student engagement when critically discussing the concept of confidentiality and telehealth

Online interactive discussion boards: exploring student engagement when critically discussing the concept of confidentiality and telehealth

Development Of An E-Learning Model Using CMS Moodle During Covid 19

Every aspect of life, particularly the field of education, has seen a change in orientation as a result of the COVID-19 pandemic. Education is changing, and distance learning can help. In-person interactions are no longer the main focus. The purpose of this study is to use the CMS paradigm to create an e-learning model. In addition, the paradigm of teacher-oriented learning has given way to student-oriented learning. Students are now positioned as learning subjects rather than as learning objects in this student-oriented learning environment. These days, there are a lot of learning resources available, and e-learning involves the use of technology (the internet). Through the use of the Internet, intranet, or online media, educational resources can be made available to students through e-learning. further networks of computers. Given that computer technology is used by educators, students, and educational institutions to carry out teaching and learning activities, e-learning has become essential for the academic community. Software for online and website-based learning activities is known as Moodle-based e-learning media. This medium takes the form of an online course presentation tool where instructors can post lesson plans, instructional videos, PowerPoint presentations, discussion boards, and tests pertaining to certain journal articles.