Off-topic Discussion Research Articles

Impact of on-topic and off-topic discussions on member participation and contribution in a common-identity online community

This study investigates the effects of various discussion topics on individuals’ decisions to join and contribute to an online community. Based on their relevancy to the community's interests and goals, we distinguish between on-topic (relevant) and off-topic (irrelevant) discussions. The relationships among group discussion, new member acquisition, and current member contribution are simultaneously modeled and estimated using data collected from a question-and-answer website. We employ a latent Dirichlet allocation model to identify different topics posted by community members. The relevancy of each topic is assessed based on relevancy scores collected through a survey. The results suggest that on-topic discussions generally increase the number of new and active members. Intriguingly, off-topic discussions can influence new member acquisition both positively and negatively, while their effect on current member contributions appears to be positive. The implications of this study for sustaining online communities are discussed.

Perspectives of patient and public partners on their involvement in research.

Patient and public involvement (PPI) in research integrates patient and public perspectives to improve research relevance and quality. The experiences of PPI partners have revealed mixed findings in countries where PPI is well established, but accounts from areas less accustomed to PPI in research are limited. This study aimed to explore the knowledge, motivations, expectations and experiences of PPI representatives in such a setting. This was a qualitative study based on semi-structured interviews. Patient and public partners who had recently been engaged in a PPI collaboration to redesign the written patient material for a clinical study were interviewed. The interviews were analysed using inductive content analysis in which quotations were extracted, coded, categorised and interpreted into themes. Interviews indicated a lack of knowledge concerning PPI in research. Despite their motivation to collaborate, the PPI partners expressed anxiety and doubts about their abilities as laypeople. A sense of societal obligation to collaborate was noted. Groups-based, repetitive sessions fostered productivity, while challenges included off-topic discussions and skepticism. The findings provide valuable insights for shaping PPI processes and recruitment strategies in regions that are new to PPI. This highlights the need to describe the PPI concept when recruiting participants elaborately and to utilise repetitive group-based sessions in the design. Supported by the Novo Nordisk Foundation and the Chief Scientist Office, Scotland. Not relevant.

Leading Online Professional Development for Instructional Technology Coaches with Effective Design Elements

This single-case study focused on the impact of design elements in online professional development for Instructional Technology Coaches to develop their TPACK. In this study, 30 participants enrolled in an online professional development series of synchronous and asynchronous sessions called Pathways. Ten design elements were implemented including content-focused, active learning, collaboration, modeling, coaching support, feedback, sustained duration and time, reflection, resources, and utilization of technology. Qualitative data were collected from 28 participants’ feedback forms, interviews, and asynchronous assignments. The results showed that all ten design elements were perceived to be beneficial to Instructional Technology Coaches’ learning. However, at the same time, some participants found a few hindrances to their learning from certain aspects of the six design elements. Hindrances in Pathways’ design elements include ineffective modeling, collaboration challenges, off-topic discussions, unfamiliarity with Teams, technical difficulties, insufficient time, and home distractions. These findings emphasize the need for effective collaboration, time allocation, and technical proficiency. The coaches developed their TPACK through Pathways as discovered by the rubric results of the asynchronous assignments. Directions for future research and recommendations for professional development are discussed.

Communities of Inquiry and the Case of the "Distance Education" Group during the COVID-19 Pandemic

According to the Community of Inquiry (CoI) Framework, successful learning experiences are supported by the presence and interaction of cognitive, social, and teaching elements. Since the CoI Framework has been widely used to examine the quality of educational interactions, its applicability to non-formal education has not been adequately explored. This research is a case study of the "Distance Education" group on Facebook. It was mainly carried out during a period of restrictions due to COVID-19, when most schools in Greece remained closed. This study explores the process by which shared understanding and learning were fostered in a Peer-to-Peer setting of teachers. Through group exploration and interaction team members were able to provide solutions and answers while focused discussion and smooth functioning were controlled by administrators who were also educators. The results of this research show the presence of social, cognitive, and teaching elements during the discussions. Similarly, the findings of the analysis of the discussions show that they contained content directly related to the learning activities, thus indicating the presence of the cognitive component. Off-topic discussions helped develop social relationships. Overall, when interpreted within the framework of CoI, the results reveal that all three components of an effective online learning experience were present in the context of Peer-to-Peer conversations between teachers. The most important finding is that during the pandemic, teachers had to develop reciprocal relationships and create common plans and projects that helped them overcome difficulties and, finally, reflect dialectically on the extraordinary conditions created by the pandemic. The results of the research can be used by professionals who wish to apply the framework in a non-formal educational setting.

Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach

Evidence suggests that learning sentiments are inextricably related to cognitive processing, and the exploration of the relationship remains to be an important research topic. This study collected discourse data from 40 college students in online collaborative learning activities. Epistemic network analysis (ENA) was employed to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher- and lower-engagement groups. The results indicated that there was a joint connection between understand-analyze-neutral, and insightful sentiments had more association with neutral sentiments and understanding. Besides, distinctions existed between higher- and lower-engagement groups with respect to the association between learning sentiments and cognitive processing. The higher-engagement group had stronger associations around positive and confused sentiments, while the lower-engagement group had stronger associations around off-topic discussion. The findings of this research may serve as a reference for designing and implementing collaborative learning activities to increase cognitive levels.

Analyzing online discussion data for understanding the student's critical thinking

PurposeCritical thinking is considered important in psychological science because it enables students to make effective decisions and optimizes their performance. Aiming at the challenges and issues of understanding the student's critical thinking, the objective of this study is to analyze online discussion data through an advanced multi-feature fusion modeling (MFFM) approach for automatically and accurately understanding the student's critical thinking levels.Design/methodology/approachAn advanced MFFM approach is proposed in this study. Specifically, with considering the time-series characteristic and the high correlations between adjacent words in discussion contents, the long short-term memory–convolutional neural network (LSTM-CNN) architecture is proposed to extract deep semantic features, and then these semantic features are combined with linguistic and psychological knowledge generated by the LIWC2015 tool as the inputs of full-connected layers to automatically and accurately predict students' critical thinking levels that are hidden in online discussion data.FindingsA series of experiments with 94 students' 7,691 posts were conducted to verify the effectiveness of the proposed approach. The experimental results show that the proposed MFFM approach that combines two types of textual features outperforms baseline methods, and the semantic-based padding can further improve the prediction performance of MFFM. It can achieve 0.8205 overall accuracy and 0.6172 F1 score for the “high” category on the validation dataset. Furthermore, it is found that the semantic features extracted by LSTM-CNN are more powerful for identifying self-introduction or off-topic discussions, while the linguistic, as well as psychological features, can better distinguish the discussion posts with the highest critical thinking level.Originality/valueWith the support of the proposed MFFM approach, online teachers can conveniently and effectively understand the interaction quality of online discussions, which can support instructional decision-making to better promote the student's knowledge construction process and improve learning performance.

The role of off-topic discussions in online health support groups: insights from a content analysis of an online rectal cancer group.

Both off-topic discussions and exchanges of social support are important to the success of online health support groups. Analyzing their relationship could enhance our understanding of the nature of helpful interactions in online cancer support groups and ways promoting their success. A total of 15,284 messages were collected and analyzed from an online support group for rectal cancer. Two coders coded and categorized the messages into 211 threads using directed content analysis and a social support classification system. The relationship between off-topic discussions and social support was explored using the quadratic assignment procedure. There are 91 threads of off-topic discussions, 83 threads of informational support, 22 threads of emotional support, seven threads of tangible support, five threads of network support, and three threads of esteem support. More of the off-topic discussions are associated with more emotional and tangible support. Both off-topic discussions and informational support are mutually influenced by the mediating role of emotional support. In addition, off-topic discussions and network support are mutually influenced by the mediating role of emotional and tangible support, and off-topic discussions and esteem support are mutually influenced by the mediating role of tangible support. Off-topic discussions directly or indirectly promote different types of social support in an online rectal cancer support group.

How Organizational Learning Is Supported by Performance Management Systems: Evidence from a Longitudinal Case Study

Performance management is meant to encourage organizational change by providing better and more relevant feedback to managers. But there is no denying the complexity of learning and change. How performance management helps this process goes beyond the simple availability of performance information. In this study, we examine the learning processes in a large Belgian public organization through interviews of managers, directors, and administrators. By using 4Is framework of organizational learning—from Intuitions to Interpretation to Integration to Institutionalization—we identify critical blocks and enablers of learning and change. Critical impediments include off-topic discussions of performance information, lack of opportunity to share and discuss management practices, and limited motivation to change entrenched processes of work. Performance management also provides reliable enablers of organizational learning, such as giving credibility-by-results to new management practices, focusing discussions on processes that lead to measurable results, the ability to follow new innovations closely as they are implemented, and the possibility of creating a learning culture supported by performance information. Finally, we discuss how perceived credibility of performance information is crucial to organizational learning and how it is reinforced by use and dialogue.

"How Did We Get Here?": Topic Drift in Online Health Discussions.

BackgroundPatients increasingly use online health communities to exchange health information and peer support. During the progression of health discussions, a change of topic—topic drift—can occur. Topic drift is a frequent phenomenon linked to incoherence and frustration in online communities and other forms of computer-mediated communication. For sensitive topics, such as health, such drift could have life-altering repercussions, yet topic drift has not been studied in these contexts.ObjectiveOur goals were to understand topic drift in online health communities and then to develop and evaluate an automated approach to detect both topic drift and efforts of community members to counteract such drift.MethodsWe manually analyzed 721 posts from 184 threads from 7 online health communities within WebMD to understand topic drift, members’ reaction towards topic drift, and their efforts to counteract topic drift. Then, we developed an automated approach to detect topic drift and counteraction efforts. We detected topic drift by calculating cosine similarity between 229,156 posts from 37,805 threads and measuring change of cosine similarity scores from the threads’ first posts to their sequential posts. Using a similar approach, we detected counteractions to topic drift in threads by focusing on the irregular increase of similarity scores compared to the previous post in threads. Finally, we evaluated the performance of our automated approaches to detect topic drift and counteracting efforts by using a manually developed gold standard.ResultsOur qualitative analyses revealed that in threads of online health communities, topics change gradually, but usually stay within the global frame of topics for the specific community. Members showed frustration when topic drift occurred in the middle of threads but reacted positively to off-topic stories shared as separate threads. Although all types of members helped to counteract topic drift, original posters provided the most effort to keep threads on topic. Cosine similarity scores show promise for automatically detecting topical changes in online health discussions. In our manual evaluation, we achieved an F1 score of .71 and .73 for detecting topic drift and counteracting efforts to stay on topic, respectively.ConclusionsOur analyses expand our understanding of topic drift in a health context and highlight practical implications, such as promoting off-topic discussions as a function of building rapport in online health communities. Furthermore, the quantitative findings suggest that an automated tool could help detect topic drift, support counteraction efforts to bring the conversation back on topic, and improve communication in these important communities. Findings from this study have the potential to reduce topic drift and improve online health community members’ experience of computer-mediated communication. Improved communication could enhance the personal health management of members who seek essential information and support during times of difficulty.

Exploring the interactive patterns of concept map-based online discussion: a sequential analysis of users’ operations, cognitive processing, and knowledge construction

Concept maps can be used as a cognitive tool to assist learners' knowledge construction. However, in a concept map-based online discussion environment, studies that take into consideration learners' manipulative actions of composing concept maps, cognitive process among learners' discussion, and social knowledge construction at the same time are still lacking. Therefore, this study employed lag sequential analysis to empirically explore learners' behavioral patterns in a concept map-based online discussion environment. We explored learners' operations in the concept map tool, and their discussion behavioral patterns of cognitive processing phases and social knowledge construction. The results showed that it was easier for learners to define a node than to define a relationship when they used the concept map. Additionally, the concept map can enhance higher level cognitive processing phases and lead learners to return to the main discussions from off-topic discussions significantly.

Data Richness Trade-Offs Between Face-to-Face, Online Audiovisual, and Online Text-Only Focus Groups

This study offers an examination of data richness (i.e., topic-related data, topic unrelated data, researcher ratings of data richness, word count, and linguistic characteristics of data richness) trade-offs between face-to-face (FTF), online text-only and online audiovisual focus group mediums. Two focus group sessions were held for each type of medium. Data were analyzed using systematic content analysis and Linguistic Inquiry and Word Count. Findings showed that although online audiovisual focus groups show potential for producing data similar in richness to FTF focus groups, researchers should carefully consider the potential distractions that manifested in this study as a result of the medium itself, likely due to its novelty as a group communication medium. Online text-only groups did not facilitate rich data, as operationalized in this study, and also had a lower amount of data related to the topic of the groups due to more socializing and off-topic discussion. As the first study to empirically examine the potential of data from focus groups facilitated via webcam (online audiovisual), it concludes, the technology offers similar data richness to FTF focus groups.

Exploring the learner’s knowledge construction and cognitive patterns of different asynchronous platforms: comparison of an online discussion forum and Facebook

The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students’ online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and behavioural patterns of 50 students from a private university in Taiwan in their online discussion with a project-based learning activity. Results showed that FB, in contrast to online discussion forum, better facilitated students’ social interaction, as they exhibited more off-topic discussion and focusing on the subject of discussion in terms of behavioural continuity. Results also showed that students were primarily sharing knowledge and involving cognitive process of ‘understanding’ during discussion. Nonetheless, more advanced knowledge construction behaviour and cognitive process were not observed in this study. Accordingly, this study suggests that incorporating FB in learning with adequate guidance by the instructor could be beneficial to improve students’ engagement.

Interactive simulations as implicit support for guided-inquiry

We present the results of a study designed to provide insight into interactive simulation use during guided-inquiry activities in chemistry classes. The PhET Interactive Simulations project at the University of Colorado develops interactive simulations that utilize implicit – rather than explicit – scaffolding to support student learning through exploration and experimentation. In the study, 80 students in a General Chemistry class were given ten minutes to explore the PhET simulation Molecule Polarity in self-selected groups, with no instructions on how to interact with the simulation. Using mouse click data, audio recordings and clicker question responses, we investigated: students' ability to use the simulation by analyzing the extent to which they explored the simulation, the discussions students engaged in during simulation use, and student perceptions of simulation use. We found effective simulation use, with the 22 groups exploring an average of 18 of the 23 available features in Molecule Polarity. Sixty-four percent of student utterances were part of on-topic (polarity) discussion segments, with most off-topic discussions being intermittent and brief. Students largely found the simulation useful for their learning and experienced either brief or no frustration during sim exploration. These results indicate that students in large classes can use interactive simulations designed with implicit scaffolding through exploration, and can do so without frustration overwhelming the perception of value brought by the simulation use. This work suggests that implicitly scaffolded interactive simulations can provide environments that support guided-inquiry learning and channel students into productive inquiry while minimizing the need for explicit guidance.

Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course

In recent years, social networking services (SNSs), for example, Facebook, have shown exponential growth in their number of users. Witnessing the popularity of these SNSs, educational researchers have also explored the potential educational value of using SNSs. Despite the few studies that have investigated learners' attitudes toward and the effects of incorporating SNSs in class, limited attention has been paid to examining learners' knowledge and cognitive processes involved in online discussions using SNSs. Although general public interest in life-long learning has been gradually increasing, relatively little attention has been devoted to exploring the application of SNSs in adult and continuing education programs. To promote a better understanding of using SNSs in learning, this study seeks to explore learners' online discussion behaviors in an art course that involved a project-based learning activity using a popular SNS, Facebook, to support students' asynchronous online discussions. The participants in our study included 62 students enrolled in the school of continuing education at a university in northern Taiwan. Adapting the Revised Bloom's Taxonomy as a coding scheme, this study employed a quantitative content analysis (QCA) and lag sequential analysis (LSA) to examine the content and behavioral patterns of students' discussions. The results indicate that the most prominent knowledge dimension in students' discussions is the meta-cognitive knowledge, while the cognitive process is primarily focused on understanding and comprehension. In addition, a moderate proportion of off-topic discussion was found in this study. Considering the different behaviors that may be exhibited by members of varied age and gender, a further analysis based on students' individual differences was conducted. The results showed that, in the context of online discussions, female and older learners are more likely to engage in off-topic discussions. Based on these findings, this study suggests that when conducting online discussion activities using SNSs, instructors should consider the characteristics of adult learners and their individual differences and design their teaching activities accordingly. Implications and limitations of this study are discussed, and pedagogical suggestions for adapting SNSs to teaching activities for adult and continuing education are proposed.

Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study

Online discussions have been widely utilized as an educational activity, and much research has been conducted on the process and behaviors involved in asynchronous discussions. However, research on behavioral patterns in learners’ synchronous discussions, including the process of social knowledge construction and project coordination is limited. Through the examination of the behavioral patterns and differences between students with high- and low-quality discussions, it may be possible to understand the limitations of knowledge construction in synchronous discussions. Furthermore, these findings may help teachers design and guide synchronous discussions activities. This study is an empirical case study in which college students conducted synchronous discussions based on topics specified by the teacher. The students used a text-based instant messaging (IM) tool in a period of 98 days. Two analytical methods were employed. The coding of the discussion messages was followed by a quantitative content analysis and a lag sequential analysis of behaviors. The social knowledge construction, project coordination, and social interactions in the group discussion were explored. Furthermore, the differences between the behavioral patterns of the high- and low-quality discussion groups were also examined. The findings indicate that although more than half of the discussion messages were off-topic, there were also some knowledge construction behavioral sequences. Furthermore, there were several limitations on the diversity and depth of the knowledge construction in the students’ discussions. The high-quality discussion teams performed better than the low-quality discussion teams in terms of participation, diversity in knowledge construction, and coordination. However, they also had more off-topic discussions. In this paper, we discuss these behavioral patterns and provide specific suggestions for teachers regarding how to implement synchronous discussions that are targeted to students’ knowledge construction processes.

Failing to keep it simple: Language use in child sexual abuse interviews with 3–8-year-old children

Previous studies have found that legal interviews with children often are conducted in a language that exceeds the cognitive level of the interviewed children. In the present study, investigative interviews with 3–8-year-old children (n=43) in cases of suspected child sexual abuse (CSA) were analysed. Interviewers were mental health professionals working with children, and thus it was hypothesized that they would conduct the interviews using language that would be age-appropriate for the young interviewees. However, results showed that the language used included long and complex sentences, multiple questions before the child was allowed to answer, as well as unclear references to persons and situations. These were all associated with fewer details from the child and they also raise concerns about the credibility of the information gained in these interviews. Interviewers had some age sensitivity; all categories occurred more frequently in interviews with older (6–8 years) than with younger children (3–5 years), except for the unclear references. The interviewers often introduced the topic of abuse in a leading yet unclear way, and the interviews were characterized by fluctuation between on- and off-topic discussions, adding to the concerns. The issue of how to more properly and age-appropriately conduct CSA interviews needs further attention, both within research and in attempts to translate research findings into clinical practice.

Applying Common Identity and Bond Theory to Design of Online Communities

Online communities depend upon the commitment and voluntary participation of their members. Community design — site navigation, community structure and features, and organizational policies — is critical in this regard. Community design affects how people can interact, the information they receive about one another and the community, and how they can participate in community activities. We argue that the constraints and opportunities inherent in online community design influence how people become attached to the community and whether they are willing to expend effort on its behalf. We examine two theories of group attachment and link these theories with design decisions for online communities. Common identity theory makes predictions about the causes and consequences of people's attachment to the group as a whole. Common bond theory makes predictions about the causes and consequences of people's attachment to individual group members. We review causes of common identity and common bond, and show how they result in different kinds of attachment and group outcomes. We then show how design decisions, such as those focused on recruiting newcomers versus retaining existing members, constraining or promoting off-topic discussion, and limiting group size or allowing uncontrolled growth, can lead to common identity or interpersonal bonds among community members, and consequently to different levels and forms of community participation by those so motivated.