Discussion Boards Research Articles

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.

Examining how coolness of service robots influences customers' delight: mediating role of perceived values

PurposeWhen encountering novel technology, customers often use the term “cool” to express their thoughts; therefore, coolness has become crucial for launching service robots. However, research on the impact mechanism of “coolness” is lacking. This study explored the relationship between delight and behavioral intention regarding the coolness of service robots in the food and beverage industry while discussing the mediating roles of utilitarian and hedonic values.Design/methodology/approachQuestionnaires were distributed online with links to the survey posted on restaurant discussion boards on Facebook and online community platforms such as Dcard. In total, 540 responses were deemed valid. The hypotheses were tested using the partial least squares structural equation modeling method.FindingsThe results indicate that coolness positively impacted both utilitarian and hedonic values and that both perceived values positively impacted delight. Moreover, coolness does not directly impact delight but must be mediated by perceived value to be effective.Practical implicationsIncreasing customer perceptions of the coolness of service robots is recommended. Moreover, regarding customer revisits, utilitarian value services can delight customers more effectively than hedonic value services.Originality/valueThe stimulus-organism-response model was used to identify the relationships among coolness, perceived value, delight and behavioral intention. Moreover, the authors investigated the impact of coolness on utilitarian and hedonic values. These findings are significant for the development of smart restaurants and provide a critical reference for exploring service robots.

Remote collaborative process optimization in research and design of industrial manufacturing

In response to the impact of COVID-19, the manufacturing industry and academic industrial research have largely shifted to online or hybrid conference formats. The sudden change has posed challenges for researchers and teams to adapt. Based on the current state of online conferences, inadequate communication, disruptions during meetings, confusion and loss of meeting information, and difficulties in conducting online collaborations are observed. This paper presents a design of a real-time discussion board that combines online conferences and synchronous discussions to address the issues arising from remote collaborations in industrial research. The research demonstrates that synchronous discussions conducted within multi-team industrial collaboration teams with specific and diverse issues can better control the flow of meetings, enhance meeting efficiency, promote participant interaction and engagement, reduce information loss, and weaken the boundaries between online and offline collaboration.

The Development of the Writing Portal (TWP) to Support ESL Pre-Service Teachers’ Writing Needs

This study reports on the ‘developmental’ phase of an initiative to develop and evaluate a prototype E-learning portal, known as The Writing Portal (TWP) to support the writing needs of English as a Second Language (ESL) pre-service teachers in an institute of teacher education in Malaysia. The portal aspires to complement the five stages of the writing process that students have to embark on in accomplishing their written coursework. The web portal contains categorized links to evaluated ESL resources useful for ESL writing process, and integrates web 2.0 tools such as blogs (as writing database for learners), discussion board, live chat, bulletin boards and vote polls. The design is based on results from the analysis phase conducted earlier on learners’ attitudes and preferences, and analysis of content and context. It is also inspired to optimize the benefits that each technological tool could offer. To develop the web portal, an open source web development tool Joomla! 2.5 is used on Windows platform, and all features of the web portal are developed by installing noncommercial plug-in modules available on Joomla! website. All participants are given passwords to gain access to the portal where they are provided with writing tasks to experience and test the usability and functionality of the portal in relation to their writing task.

Community driven support platform BlueHQ: An innovative solution to address the needs of patients with colorectal cancer.

330 Background: Colorectal cancer (CRC) is the third-most commonly diagnosed cancer and the second-leading cause of cancer death in men and women combined in the United States. In efforts to manage the disease, patients and caregivers turn to various tools and resources for financial assistance, information dissemination, emotional and peer support, and treatment planning, among other critical issues and needs they face. The Colorectal Cancer Alliance (the Alliance) created BlueHQ to provide patients and caregivers with a resource solution that encompasses all potential areas of need. Methods: A survey aimed at understanding needs, barriers, and quality improvement opportunities was disseminated via the Alliance's Blue Hope Nation community for two weeks and by email. One hundred sixty-seven colorectal cancer patients and forty caregivers of colorectal cancer patients completed the survey. Results: Patients and caregiver respondents report reliance on external tools and resources to manage disease and support information. Of the support methods, patient respondents reported using social media (46.11%); notebooks, journals, and planners (45.41%); online articles (44.91%); the Blue Hope Nation Facebook group (41.32%); cancer discussion boards (35.33%); and spiritual or religious advice (29.94%). To minimize diagnosis-related stressors, patients reported seeking financial assistance, local peer support and groups, and mental health help. To provide more efficient care and limit stress, the community suggested financial help, communication and support from other patients and caregivers, and informational resources. Conclusions: These survey results are consistent with other published learnings about patient and caregiver reliance on support tools and highlight the myriad resources that patients and caregivers currently use for managing CRC. BlueHQ is a support solution that provides patients and caregivers with access to information and resources tailored to users’ specified profiles, including molecular characteristics of the tumor. Users can also store documents and information from healthcare encounters, creating a longitudinal record and tracking disease progression. In the age of precision oncology, BlueHQ ensures patients and users are presented with personalized educational materials and multimedia resources to help manage their disease and bridge the gaps in patient support. BlueHQ was explicitly designed to connect the CRC community to the latest therapeutic and clinical research resources to improve outcomes and quality of life for all CRC patients.

Moving Beyond Transactional Coursework to Enhance Student Success in University Classes

The goal of teaching is student success, but defining success can be daunting. A rudimentary description of student success involves academic achievement and students’ attainment of a high level of satisfaction with their educational process. The pinnacle of student success is transformational learning. Transformational learning is ultimately evidenced by knowledge-based, responsible, and autonomous thinking. Student engagement enhances student success. As a result, course design and assignment design are critical. The purpose of this paper is to demonstrate how an online discussion assignment can be used to enhance student engagement and increase student success in a university class. The assignment presented in this paper was used in three sections of Global Environment of Business classes in 2021. We designed it to be more than a simple transactional assignment. For the discussion assignment, students were required to address the following: “Should society adopt capitalism or socialism as an economic system? Why?” Students were presented relevant information and were required to think critically about the topic, write their thoughts on a discussion board, and respond to their peers. Then, the instructors evaluated students’ comments, sought to understand their perspectives on the topic, and followed up with appropriate materials in subsequent classes. The coursework moves students toward transformational learning. The assignment requires students to present new information, reflect critically on their point of view, consider the applications of what they have learned, and, finally, think responsibly and autonomously, which is the goal of transformational learning.

Training 21st Century English Language Teachers in Turkish Context: Development of a Technology-Enhanced Measurement Curriculum

A case study that included 26 English Language teacher candidates was designed for developing an evidence-based measurement curriculum in Turkey, examining teacher candidates’ experiences on the newly developed course and taking remedial actions for updating the syllabus if needed. Data was collected using multiple sources: a pre-course survey, weekly discussion board on Edmodo and a post-course survey. Survey data obtained from rating-scale items was analyzed using descriptive statistics and data visualization packages embedded in R. Open-ended survey data and discussion board data were content-analyzed using MaxQDA software. The results revealed that students had limited awareness regarding assessment for learning concept and digital tools that could be used for assessment for learning purposes at the beginning of the course. Course content, in-class activities and projects helped them develop hands-on skills in developing sound language assessments as well as raised their awareness with respect to the importance of computer-based language assessment.

Characteristics promoted in order to develop student's critical thinking disposition in online discussions during a fully online course

Online discussion boards were organised to develop the critical thinking disposition of students and their attitude toward disaster mitigation during a fully online course. In order to promote participation in the discussions, an incentive was provided to all discussants. Assessment of the effectiveness of the lecturer’s invitation to join the discussion was conducted to extract which participants posted once, and the learning activity and characteristics of these students was evaluated. In the results, the levels of participation in online discussions affected some factor scores for personality and learning performance. Also, the causal relationships of the development of literacy of critical thinking disposition were analysed, and the factor of participation level in online discussions was examined.

Informal Social-Emotional Learning in Gaming Affinity Spaces: Evidence From a Reddit Discussion Thread on Elden Ring

Background Over the past few years, there has been extensive discussion and research on social-emotional learning (SEL) in formal educational settings. However, there is limited research on SEL in informal learning contexts, including online sites such as gaming affinity spaces. Aim This qualitative study aimed to investigate the social-emotional competencies demonstrated by players in a Reddit discussion board focused on Elden Ring, a video game known for its challenging difficulty. Methods The study utilized theoretical qualitative thematic analysis on a focal thread at r/Eldenring. The thread had been upvoted over 18,000 times, included 2,363 comments encompassing 116,911 words, and had 997,765 readers when we extracted it for data analysis. Inductive codes were identified and grouped under preconceived themes based on the conceptual framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), which comprises five components: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Findings The analysis revealed promising social-emotional competencies demonstrated by players across all five components of the CASEL framework. Players exhibited self-awareness by reflecting on their emotions and self-management by regulating their frustration and persevering through challenges. Social awareness was displayed by showing empathy and encouragement towards others, relationship skills by offering support and advice to fellow players, and responsible decision-making by analyzing situations, solving problems, and reflecting on gameplay experiences. Conclusion This study highlights the potential for informal SEL in gaming affinity spaces, as evidenced by players exhibiting social-emotional competencies during a Reddit discussion thread on Elden Ring. Future research should examine, among other aspects, the learning processes that facilitate the acquisition of social-emotional competencies in gaming affinity spaces and other informal learning environments, both online and offline. Additionally, special attention should be paid to the unique features of online platforms (like Reddit’s upvoting/downvoting) and their influence on users’ interactions and SEL.

Problematic online anime (animation) use: It's relationship with viewers' satisfaction with life, emotions, and emotion regulation

Although there are numerous studies on problematic technology use, such as problematic video game use and problematic smartphone use, little is known about problematic online anime use. However, problematic online anime use warrants further examination because of anime's popularity and commercial importance. Furthermore, how emotion strategies and emotions (such as pleasure and arousal) invoked upon watching the online anime are associated with problematic online anime use is not examined in previous studies. To bridge these literature gaps and to contribute to the fields of emotion regulation and media psychology, this study adopts the emotion regulation theory and considers the relationships among viewers' satisfaction with life, feelings of pleasure and arousal arising from watching a particular online anime, cognitive emotion regulation strategies activated because of anime viewing, and potential to exhibit problematic behavior related to online anime use, which is operationalized as viewers' inability to control or reduce watching online anime. Data was collected from viewers who have watched the popular romantic comedy anime Kaguya-sama: Love Is War online via a major online discussion board in Taiwan through the purposive sampling method. Data analysis on the 190 online questionnaire returns (mostly from males and students) through the partial least squares analysis reveals that the emotion regulation theory can be used to examine viewers' perceptions of anime. In the online anime context, the emotion regulation strategy most likely to be invoked is positive refocusing (mean value of 3.68, measured through a 5-point Likert scale) which is in line with how people typically watch anime for immersion and escapism. Satisfaction with life demonstrates its robustness and flexibility in invoking the positive refocusing (path coefficient = 0.17) and refocus on planning (path coefficient = 0.13) strategies. It also lowers the adoption of the maladaptive strategy of catastrophizing (path coefficient = −0.18). While catastrophizing strategy (path coefficient = 0.31) and arousal (path coefficient = 0.24) add to problematic online anime use, pleasure (path coefficient = −0.27) lowers problematic online anime use. Thus, when viewers keep magnifying the severity of a bad situation they are in while watching online anime, instead of making them better, could lead them to the undesirable outcome of problematic online anime use. Although this study has provided several interesting insights, this study has only considered Kaguya-sama: Love Is War and used survey respondents' perception of their extent of problematic online anime use. To increase generalization, future studies could consider other types of anime and alternative means to measure problematic use, such as frequency of online anime viewing.

Digital Video as a Discussion Board: A Case Study and Collaborative Autoethnography of Experiences

This article presents a case study of an online class in technical and professional communication pedagogy (the teaching of technical and professional writing) that uses digital video technology for discussions. Because students in the class share their experiences using the video technology, the study uses a collaborative autoethnography framework to learn if the digital technology, Flipgrid, would enhance students’ experiences with discussions in an online class compared to their experiences with discussions on traditional discussion boards. Providing such exposure to a new technology tool can help students gain the confidence that is necessary for learning new technologies in the workplace. When the technology did not provide the hoped-for results after a few weeks, the class stopped using it, returning to the traditional discussion board in the learning management system, which can be more effective when teachers participate and organize students into small groups. Reflecting on what happened, students in the class collaborated on this article to share their experiences.

Gaming Capital on Overwatch's Official Forums

This study uses the public discussion boards of Overwatch to see how context-based gaming capital is present, accumulated and expended through the messages. The data consists of a 1-month snapshot from which 50 most viewed threads were analyzed. The following aspects were recorded from each thread and first 10 replies: views, number of comments, users’ role in forums, has the developer replied to thread, topic, date, whether there are types of capital (social, economic, cultural, symbolic) present, and in what linguistic form is the message posted. Findings: while discussions are within Overwatch's framework, there is scarcely any demonstrable amount of gaming capital in a single post or reply. Certain topics elicited more discussion, articulation methods varied but greatly leaned on the user's anecdotal experiences. Further, it was found that gaming capital is used to validate users’ own views and argument for the credibility of the user and their messages.

Acceptability and Feasibility of a Socially Enhanced, Self-Guided, Positive Emotion Regulation Intervention for Caregivers of Individuals With Dementia: Pilot Intervention Study.

The responsibilities of being a primary caregiver for a loved one with dementia can produce significant stress for the caregiver, leading to deleterious outcomes for the caregiver's physical and psychological health. Hence, researchers are developing eHealth interventions to provide support for caregivers. Members of our research team previously developed and tested a positive emotion regulation intervention that we delivered through videoconferencing, in which caregiver participants would meet one-on-one with a trained facilitator. Although proven effective, such delivery methods have limited scalability because they require significant resources in terms of cost and direct contact hours. This study aimed to conduct a pilot test of a socially enhanced, self-guided version of the positive emotion regulation intervention, Social Augmentation of Self-Guided Electronic Delivery of the Life Enhancing Activities for Family Caregivers (SAGE LEAF). Studies have shown that social presence or the perception of others in a virtual space is associated with enhanced learning and user satisfaction. Hence, the intervention leverages various social features (eg, discussion boards, podcasts, videos, user profiles, and social notifications) to foster a sense of social presence among participants and study team members. Usability, usefulness, feasibility, and acceptability data were collected from a pilot test in which participants (N=15) were given full access to the SAGE LEAF intervention over 6 weeks and completed preintervention and postintervention assessments (10/15, 67%). Preliminary outcome measures were also collected, with an understanding that no conclusions about efficacy could be made, because our pilot study did not have a control group and was not sufficiently powered. The results suggest that SAGE LEAF is feasible, with participants viewing an average of 72% (SD 42%) of the total available intervention web pages. In addition, acceptability was found to be good, as demonstrated by participants' willingness to recommend the SAGE LEAF program to a friend or other caregiver. Applying Pearson correlational analyses, we found moderate, positive correlation between social presence scores and participants' willingness to recommend the program to others (r9=0.672; P=.03). We also found positive correlation between social presence scores and participants' perceptions about the overall usefulness of the intervention (r9=0.773; P=.009). This suggests that participants' sense of social presence may be important for the feasibility and acceptability of the program. In this pilot study, the SAGE LEAF intervention demonstrates potential for broad dissemination for dementia caregivers. We aim to incorporate participant feedback about how the social features may be improved in future iterations to enhance usability and to further bolster a sense of social connection among participants and study staff members. Next steps include partnering with dementia clinics and other caregiver-serving organizations across the United States to conduct a randomized controlled trial to evaluate the effectiveness of the intervention.

Instructional Note: Seeing All Students as Writers: Video-Based Discussion Board Strategies for Remote Classrooms

This article presents a video discussion board assignment designed to foster belonging and academic language practice in a remote classroom. We consider how the assignment supported robust discussion and multimodal composition in Critical Reading and Writing, a course run with synchronous and asynchronous components during the COVID-19 pandemic at a technical college.

Developing HESA Graduate Student Critical Consciousness in a Diversity in HIED Course

Abstract: This study uses a critical consciousness framework to understand the experiences of higher education and student affairs (HESA) graduate students in an elective Diversity in HIED course. We drew from narrative inquiry to analyze data from selected student coursework in online discussion board conversations and journal entries. Students demonstrated building a foundation for engagement with critical consciousness, particularly through themes of interest in the emotions that surfaced during the course, reconceptualizing “diversity,” and how to apply their learning to HESA practice. Participant learning reflected that HESA graduate programs can foster an important foundation for personal and professional development in this area. This knowledge can help faculty and supervisors support HESA graduate students’ learning and preparation for active engagement regarding critical consciousness in HESA practice.

Experiences of women who have planned unassisted home births in high-resource countries: a qualitative systematic review.

The aim of this review was to identify, appraise, and synthesize the qualitative evidence about the experiences of women in high-resource countries who have planned unassisted home births. Unassisted birth occurs when a woman chooses to give birth without the assistance of health care providers. These births are planned and usually occur in a woman's home. It is difficult to know the prevalence of unassisted birth because it occurs at the margins of health care systems, making data difficult to collect. Based on its lack of visibility in society, we assume that unassisted birth is not a common birth choice. Women who choose planned unassisted birth may face stigma for their decision and their experience of birth, which challenge accepted norms. Synthesizing qualitative evidence about women's experiences of planned unassisted birth can improve our understanding about women's birthing values and provide important clues about aspects of birthing care that may be missing in mainstream birthing services. Studies that explored the experiences of women who had planned unassisted home births without the support of health care providers in high-resource countries were included. Unassisted home births were defined as those that were planned not to be assisted by health care professionals. Study designs that focused on qualitative data were eligible for inclusion. MEDLINE (Ovid), Embase, CINAHL (EBSCO), Scopus, Web of Science, Sociological Abstracts (ProQuest), ProQuest Dissertations and Theses (ProQuest), and Nursing and Allied Health Database (ProQuest) were searched in 2022. Studies published in English since the databases' inception were considered for inclusion. A search of relevant websites for unpublished and gray literature was also undertaken in 2022. Two independent reviewers assessed the methodological quality of papers identified for inclusion. Qualitative research findings were extracted from papers that met the inclusion criteria and critical appraisal standard. Findings were extracted and categorized based on similarity of meaning. The categories were synthesized to create 2 synthesized findings, and the ConQul approach was used to grade the findings to establish confidence in the synthesized findings. Six studies were included in the review. All the studies used interviews for data collection; other methods included surveys, email correspondence, posts on internet discussion boards and forums, and websites. The total sample size for interviews was 103 participants. Total survey sample size for surveys was 87 participants. Total sample size for email correspondence was 5. Internet data sources included more than 100,000 individual and forum posts and 127 birth stories. A total of 17 findings were extracted and grouped into 4 categories. The 4 categories were then synthesized into 2 synthesized findings: i) navigating tensions within self, and between self and systems, and ii) integrating and transcending physical experiences of birth. More research is needed to better understand the experiences of women who have planned unassisted births. Improving understanding and increasing the awareness of planned unassisted birth are necessary steps for promoting inclusive, relational, and person-centered birthing experiences for everyone. Reflection about the differences between planned unassisted births and mainstream births may support needed reorientations of perinatal services. PROSPERO CRD42019125242. A French-language version of the abstract of this review is available [ http://links.lww.com/SRX/A9 ].

Evaluation of a fully online flipped teaching course

Objectives The purposes of this study were to examine university students’ perceptions and perceived effects of online flipped teaching, and to explore the relationships between flipped classroom activities and student learning.
 Methods A total of 58 students received online flipped instruction. A questionnaire was administered measuring students’ perceptions and perceived effects of online flipped teaching method in general. In order to examine the relationships between flipped classroom activities and student learning, the correlation analysis between students’ video viewing rate, discussion board scores, and student learning outcomes were also conducted.
 Results The survey results suggest that the majority of students expressed a positive attitude towards the online flipped classroom after the course. High percentage of students reported that they enjoyed watching lessons on video and made full use of lecture videos to increase their understanding. Moreover, the online flipped model was perceived to increase communication among peers. Correlation analysis results indicate that both lecture video viewing and discussion board performance were significantly related to positive learning outcomes to some extent.
 Conclusions Overall, students appreciated the online flipped method, particularly for the increased engagement with peers and flexibility to learn at their own pace, which enriched the overall learning experience. Two instructional methods used in the online flipped classroom (having students watch pre-recorded lecture videos and participate in the discussion board) were found to be significant contributor of student learning.

Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation

AbstractBackgroundFormative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings.ObjectivesTo investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction.MethodsData in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning.Results and ConclusionsStudents receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions.Implications for PracticeProviding overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings.

Text-Based versus video discussion boards to promote a sense of community with graduate online students: A student perspective

For university administrators creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This research paper will compare the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence in the course room. This paper will discuss which method of discussion would be an appropriate exchange for a live classroom discussion, this is not always the case online. Research has demonstrated that text-based discussions often do not promote genuine communication and an alternative to text-based discussion forums is video-based discussion. The strategy of text-based discussion is employable in most popular learning management systems such as Canvas or Blackboard or with a variety of other tools such as YouTube or Voice thread to accommodate the use of video discussion in online courses. Researchers have been keenly exploring the implications of these two formats on engagement, comprehension, and overall effectiveness. This study delved into the key findings from community experiences by online students comparing and contrasting text-based and video-based discussions, examining their impact, and shedding light on their relative advantages and disadvantages. The purpose of this research paper was to compare the sense of community experienced by online students taking part in text-based versus video-based discussions. The implications of this study indicated that most of the students reported that they preferred text-based discussions; however, the students in this study felt video-based discussion boards promoted the ability to form connections with their learning community.