Online Discussion Boards Research Articles

Best Practices for Online Discussion Boards

Best Practices for Online Discussion Boards

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.

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.

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.

Computing recommendations from free-form text

While searching for consumer goods, users frequently ask for suggestions from their peers by writing short free-form textual requests. For example, when searching for movies users may ask for “Drama movies with a mind-bending story and a surprise ending, such as Fight Club” in one of the many online discussion boards. Despite the recent developments in large language models (LLMs) and natural language processing (NLP), modern recommender systems still struggle to process such requests. Therefore, in this paper we evaluate several approaches for annotating structured information from such short, free-form natural language user texts to calculate recommendations. We set up this evaluation as a two phase processes including (a) identification of the best NLP approach to identify key elements of users’ requests, and (b) assessment of the quality of recommendations computed with such elements.For our evaluation, we use a gold-standard reddit movie recommendation dataset consisting of annotations, manually created by crowdworkers who extracted keywords, actor names and movie titles. Using this dataset we evaluate a collection of more than 30 NLP and five recommender approaches. In addition, we perform an ablation study to assess relative annotation importance for movie recommendations. We find that domain-specific deep learning models, trained on a subset of data as well as embedding-based recommendation approaches are able to match the recommendation performance of recommendations computed from manual annotations. These promising results warrant further investigation in automatic processing of short free-form texts for computation of recommendations. Specifically, we provide insights into which NLP models and configurations work best for automatically annotating free text to compute (movie) recommendations, hence substantially reducing the search space for combinations of NLP and recommendation algorithms in the movie and potentially other domains.

The utility of an online discussion board for reflective writing in an emergency medicine rotation.

Narrative analysis and reflection have been found to support professional identity formation (PIF) and resilience among medical students. In the emergency department, students have used reflective practice to process challenging clinical experiences, such as ethical dilemmas or moral distress. An online discussion board, however, has not been described as a curricular component of emergency medicine (EM) rotations. The objective of this educational innovation was to support medical students in an EM clinical rotation via an online discussion board for reflecting on and debriefing clinical experiences with faculty and peers. Fifty-two medical students enrolled in the pass/fail EM elective between May 13, 2019, and October 30, 2020. Each cohort of six students took part in a cohort-specific discussion using the Canvas learning management system. Students were encouraged to post about any observations, reflections, or emotions after their shifts. Faculty course directors responded to each post using concepts of debriefing, coaching, and trauma-informed teaching. Over 18 months, 49 of 52 (94%) students participated in the discussion board. Of 346 total posts, half were by students, and the other half were faculty responses. Students posted 3.27 times each, on average. Students rarely raised questions about scientific knowledge content, fact-based aspects of patient care, or specific skills. Rather, they often posted about intensely affective reactions to experiences that left them with complex emotions. Upon review of posts by the course directors, the majority (54%) of students' posts contained a range of affective responses. Students appreciated faculty responses and supported each other in their written responses to peers. An online discussion board can be used successfully for asynchronous reflective practice to debrief clinical experiences during an EM rotation, if designed incorporating faculty and peer support using trauma-informed teaching principles to bolster well-being and PIF.

Family Experiences with Diagnosis of Craniosynostosis: Thematic Analysis of Online Discussion Boards.

Apply thematic analysis of online discussion boards to characterize families' experiences and concerns regarding craniosynostosis diagnoses to aid physicians in tailoring care to families. Grounded theory-based qualitative analysis. Discussion boards related to craniosynostosis identified via Google and Yahoo. Posts about craniosynostosis between 2017-2022. Thematic analysis was performed using three rounds of coding. Post features including author type and use of technical language were examined. Overarching themes emerging from analysis of posts, with forums analyzed until sufficient thematic repetition was observed. 366 posts from 4 websites by 290 unique users were included. Parents of patients with craniosynostosis wrote 59% of posts while patients wrote 4%. Five selective codes were identified: 1) Building Community, 2) Diagnosis/Evaluation, 3) Treatment, 4) Outcomes, and 5) Emotional Concerns. Building Community was the most assigned code (85% of posts). 71% of parents' posts expressing emotional concerns expressed negative emotions, commonly regarding anxiety about diagnosis (71%), frustration about doctors' responses (21%), or negative reactions to online search results (17%). 88% of patients' posts expressed positive emotions, discussing positive long-term outcomes. Concerns that may guide physicians included anxiety about delayed diagnosis, difficulty distinguishing postpartum head shape changes from craniosynostosis, and difficulty finding a care team. Online discussion boards allow families of patients with craniosynostosis to share experiences and find community. Improving communication between surgeons, pediatricians, and families about timing of evaluation and revising online information about this condition may ameliorate some anxiety associated with this diagnosis.

“How are you getting on?”

This research evaluates the use of asynchronous online discussion boards in assessment of work-based placement in a social care degree programme. Owing to a scarcity of educational technologies in the programme at the time (pre-COVID), discussion boards were introduced in a pilot endeavour to assess students' reflections on placement experiences. Individualised feedback was pledged from the programme instructors with a view to enhancing their reflective skills and their engagement with their work placement.
 Staff and learners’ attitudes and experiences were investigated to identify the effectiveness of using discussion boards for work-based placement. The components of discussion boards for this purpose are identified, and the considerations to be made when implementing discussion boards to support the development of reflection skills are presented.
 Using a mixed methods sequential complementarity research design, two student focus groups were held following the distribution of an online survey. Four staff instructors were interviewed about their experiences of and attitudes towards the experience. Finally, a hybrid code adapted from Henri’s (1992) computer mediated conferencing framework and Kolb’s (1984) learning cycle was created to analyse the reflectivity and interactivity in the group discussions.
 Whilst discussion boards are useful as a digital platform to foster collaboration and discursive activities, in practice this assessment as delivered fell short of maximising their efficacy. Despite this, four components of discussion boards were identified and key considerations when using discussion boards to encourage reflective activity in social care work-based placement are proposed and discussed.

A Triad of Physical Masculinities: Examining Multiple ‘Hegemonic’ Bodybuilding Identities in Anabolic-Androgenic Steroid (AAS) Online Discussion Groups

ABSTRACT The last twenty years has seen increases in nonprofessional sportspersons using anabolic-androgenic steroids (AAS). Although some women use AAS, most users are men. Few studies examine men, masculinities and AAS. Of the limited studies available, many link a ‘hegemonic masculinity’ with men’s AAS use; adopting a singular identity perspective and generalizing ‘steroid use.’ However, bodybuilding is diverse, often encompassing different goals surrounding muscularity, size, weight and appearance – thus, bodybuilding identities are unlikely to be singular. This research questions narrow perspectives, developing an in-depth investigation that recognizes AAS use can be complex and depict multiple performance-enhancing drugs and usage routines. This study conducted a detailed thematic-content analysis of 351 user-postings from eight pro-AAS online discussion boards to examine linkages between men’s understandings of masculinity, male physicality, and how conceptualizations influence different trends for using AAS. Research applied R.W Connell’s hegemonic masculinity as a theoretical lens to interpret findings. Findings uncovered multiple and diverse notions of bodybuilding masculinity linked to three distinct notions of identity connecting different AAS practices (The Nattys, The Cyclers, and The Blasters-and-cruisers). An analysis of interactions between different bodybuilding identities is presented and discussed, alongside implications for masculinities theory and further study in this emerging but important field.

The Black pill pipeline: A process-tracing analysis of the Incel’s continuum of violent radicalization

Incels represent a subculture born on the Internet and unified by their inability to establish and maintain sexual relationships with women. When new members enter, they are placed at the beginning of a subcultural process that uses their shared experience to introduce them to increasingly radical viewpoints. In order to analyze Incel subculture, this research uses a purposive sample of on-line discussion boards of Incel culture and traces the subcultural process of radicalization. Findings suggest that Incels use a series of increasingly radical “pills” to denote their position within the subculture and move new and prospective members along an ever increasing pipeline of extremism resulting in both advocating for and approval of violence.

Development and feasibility of a web-based gestational weight gain intervention for women with pre-pregnancy overweight or obesity.

Excessive gestational weight gain is associated with negative maternal and infant health outcomes. Digital health approaches may help overcome barriers to participating in lifestyle interventions requiring in-person visits. The purpose of this study was to develop and examine the feasibility of a web-based gestational weight gain intervention. Intervention development included feedback and input from pregnant women. We conducted a 12-week one-arm pilot study during which participants engaged in an online discussion board with coaches and other pregnant women, tracked their weight gain with an interactive graph, and accessed a list of online resources for pregnancy health. Feasibility outcomes were recruitment, retention, engagement and sustained participation, intervention acceptability, and website usability. Gestational weight gain was an exploratory outcome. Participants (n=12) were on average 16.8 [standard deviation (SD): 2.0] weeks gestation with average pre-pregnancy body mass index of 30.5 (SD: 4.8) kg/m2. Participant retention was 92% (n=11). Participants logged into the website a median of 21 times [interquartile range (IQR), 8-37; range, 2-98] over 12 weeks, and 58% (n=7) logged into the website during the last week of the intervention. All participants said they would be very likely or likely to participate again, and 100% said they would be very likely or likely to recommend the intervention to a pregnant friend. In post-intervention interviews, 64% (n=7) explicitly said that the website was easy to use, but 100% (n=11) mentioned usability issues. When asked their preferred intervention platform, 18% (n=2) somewhat or strongly preferred a private website, 18% (n=2) had no preference, and 64% (n=7) somewhat or strongly preferred Facebook. Seventy percent (n=7) had excessive gestational weight gain, 10% (n=1) inadequate gestational weight gain, and 20% (n=2) gained within recommended ranges. Additional development work is needed before moving to efficacy testing. Most notably, usability issues with the investigator-developed website and participant preference suggest a switch to a commercial social media platform.

Student‐generated memes as a way to facilitate online discussion for adult learners

AbstractThis qualitative study examines how a student‐generated meme activity influences adult learners' interaction in online class discussions. A multiple‐case design is applied to understand how this class discussion activity facilitates online threaded interactions. This study recruited 28 adult learners from a two‐section graduate‐level asynchronous online class. Findings show that entertaining and easy to relate to meme activity generated by students engages adult learners in discussion activities for active learning. It helps learners quickly open up to each other to share and learn from each other. This discussion activity offers an alternative to releasing their emotions and feelings individually and collectively benefits adult learners when approaching new learning. It also shows the advantages of using a discussion activity connecting diverse adult learners and building a sense of community for social support while supporting each other for new learning. Findings indicate a significant role also played by the instructor in facilitating interactions. Our study provides insights into integrating internet tools (memes) with discussion activity for active learning in a fully asynchronous online discussion board.

Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence

This research aimed to explore (1) the characteristics and patterns of student interactions on online discussion boards throughout a course using social network analysis (SNA) and (2) the mediating effect of social presence, as the underlying mechanism, on the relationship between these interactions and students' learning outcomes. Eighty-four college students from four classes of a single course responded to an online survey asking about their perceptions of social presence, perceived learning achievement, and course satisfaction. Students’ discussion threads were analyzed using SNA. The results confirmed that social presence mediates relationships between interaction measures and learning outcomes. This research also found that SNA can be a useful tool to monitor the dynamic characteristics and patterns of online discussion interactions among students and support instructors to implement immediate and relevant instruction.

ONLINE DISCUSSION BOARDS: EXPECTATIONS AND OUTCOMES

ABSTRACT Online learning has gained momentum over the past few decades especially after the pandemic. Most schools these days are offering some online classes and many with complete degrees. This teaching modality is good fit for the students who have a busy schedule at work and have other responsibilities at home. However, to offer an effective online class poses a lot of challenges on the instructor’s part. One such challenge is to keep the students engaged and help them achieve learning outcomes set for the course. The main reason as to why student engagement can become an issue in an online class is because in such classes, the students and instructor do not meet in person. To help overcome this challenge there is a need for a platform where there is an instructor-student interaction as well as peer interaction. This paper discusses the effectiveness of one such pedagogical tool “Discussion Boards” which is used widely by the instructors in their online classes to keep the students engaged and help them achieve the learning objectives. Further the paper will also discuss the results of a survey given to the students regarding their experience participating in these online discussion boards. Keywords Online learning, discussion boards, student engagement

Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/revision” orientation to mathematical tasks; and (b) providing time and structure (tasks and prompts) in an online discussion board for PSTs to post their initial thoughts, react to peers’ solutions, and collectively revise their ideas. In this article, we highlight several benefits of these support strategies to equitable PST participation in a unit on number theory. For example, as compared with oral discussions where only a few PSTs offered their ideas, the written discussion format encouraged every PST to post their ideas. Using a rough-draft/revision stance in the prompts fostered sharing and revealed diverse mathematical approaches, perspectives, and ideas. We argue that giving students opportunities to interact with one another and the mathematics in a variety of ways promotes equitable participation.

“We’re all human/existential fish:” Fans Making Sense of Adore Leaving RuPaul’s Drag Race

ABSTRACT Our essay explores sensemaking in a subreddit called “r/rupaulsdragrace.” Specifically, we analyzed how fans made sense through online discussions after a contestant on RuPaul’s Drag Race All Stars 2 (a reality television competition with drag queens) left the show early. Findings revealed that fans made sense of the events through enacting past frameworks, selecting specific messages to explain Adore (a contestant) leaving, and retaining messages over time. The implications of our findings show ways that fans make sense in online discussion boards and how both online platforms and celebrities can reduce the stigma around mental health.

Perceptions of and Experiences With Cigarette and E-Cigarette Use Among a Diverse Population of US Latino Adolescents and Young Adults.

To determine potential unique factors influencing cigarette and e-cigarette use in US Latino youth. We conducted a qualitative study assessing cigarette and e-cigarette perceptions and experiences, including experiences with/perceptions of the products, cultural influences and influences of friends and family. Four online discussion boards, conducted in October 2020. 92 Latino youth aged 15-21years living in the US. Data from the discussion groups were coded and analyzed by three trained coders using a thematic analysis approach. Stress relief emerged as the dominant theme connected with both cigarettes and e-cigarettes. Apart from stress, perceptions of and experiences with the products differed. E-cigarettes were commonly viewed as trendy and cool and participants often reported using them due to curiosity and popularity. Participants commonly compared e-cigarettes to cigarettes, noting benefits of e-cigarettes. Participants also noted more negative short and long-term health effects of cigarette use, and discussed generational differences between the two products. Findings from this study help address a dearth of research examining tobacco use among diverse groups of Latino youth. Findings indicate that despite differences in country of heritage, Latino youth are united by similar opinions about cigarettes and e-cigarettes. Additionally, they share cultural values and experiences which could be leveraged for tobacco control communications that cut across populations of Latino youth.

‘It’s probably still written by a white person’: challenging assumptions about racial identity in a critical professional development course

ABSTRACT In this article, we present a Critical Discourse Analysis (CDA) of the online discussion board posts of a group of elementary educators as they discussed their interpretations of four historical timelines that presented different – sometimes complementary and sometimes contradictory – information about the goals of the Lewis & Clark expedition and its effects on Native populations. This activity was one part of a virtual professional development course on anti-racist critical literacy pedagogy for K-8 teachers, which was structured around three key concepts: 1) considering multiple perspectives can disrupt common understandings of texts; 2) issues of power determine what is present and absent in the stories authors tell; and 3) texts are social constructions that can be deconstructed and reconstructed. The teachers featured in this article worked in the same urban district and throughout their discussion, we found that they perpetuated discourses of Whiteness while simultaneously attempting to disrupt them. However, we also found discursive reconstructive potential in the ways one teacher responded to her assumptions being interrupted by a course facilitator, as well as the value of using CDA to examine teacher language. Our findings point to further directions for teacher educators working to foster racial and critical literacy.

Better Online Discussion Boards through Questions, Metacognition, and Motivation

Better Online Discussion Boards through Questions, Metacognition, and Motivation

Implementation of Artificial Intelligence in Laboratory Medicine

Abstract Introduction: In advancing health care, the evolution of laboratory medicine is necessary to overcome the need for accurate, readily available, and relative data within the appropriate time window; we see artificial intelligence (AI) in laboratory medicine. The introduction of AI in the health-care sector has been believed as the practice of composite software and algorithms to compete with human intelligence in analysis, diagnosis, and research. Materials and Methods: A Google Form-based survey study on the use of AI in the laboratory setting was planned stepwise independently. First, 123 participants were shortlisted for an online discussion board; they were introduced to AI and its benefit and limitation in laboratory medicine. Content analysis was done directly using a close-ended questionnaire-based survey. In parallel, competent doctors and psychologists analyzed answers used for a further rough framework of themes. Results: Our participants with a positive attitude believe AI in the laboratory will have benefits with proper training and better information technology support. It is also time-saving, accurate, and cost-effective for diagnostic purposes. Conclusion: General practitioners and laboratory experts should uphold AI implementation. Attitude toward adopting AI was a significant factor in AI implementation and use. Further counseling of participants toward AI and its benefit in laboratory medicine will be helpful in better patient care and diagnosis.