Analyzing how participants learn from each other during online forums on discussion boards or social media platforms is often challenging. One of the predominant methods of analyzing such learning is ...through qualitative content analysis or interaction analysis. The Interaction Analysis Model (IAM), developed by Gunawardena, Lowe and Anderson which qualitatively examines five levels of social construction of knowledge in online discussions has gained traction among researchers as a viable model for assessing how participants learn from each other. However, analyzing large amounts of textual data using this model can be time consuming. Therefore, this study explores how a social learning analytic method based on text analysis can be used to quantitatively analyze the five levels of knowledge construction stipulated in the IAM. Automating the analysis process will enable researchers and instructors to develop a snapshot of the process of social construction of knowledge in online discussions, and thereby make improvements to discussions to enhance collaborative learning as it unfolds.
The estimated prevalence of clinically significant psychiatric and somatic symptoms in adults >1 year after the 2004 Asian tsunami is unknown.
To estimate the prevalence of psychiatric and somatic ...symptoms and impairment in Sri Lanka 20-21 months after the 2004 Asian tsunami, and to assess coping strategies used by tsunami-affected individuals that contribute to post-tsunami adjustment.
Homes from one severely affected area were randomly selected, and adult respondents were sampled utilising a modified Kish method. Instruments were administered in Sinhala to assess exposure, post-traumatic stress disorder (PTSD), depression, anxiety, somatic distress and impairment. Demographic variables and culturally-relevant coping activities were assessed.
The prevalence of clinically significant PTSD, depression and anxiety was 21%, 16% and 30% respectively. Respondents reported a mean of eight persistent and bothersome somatic complaints, which were associated with psychiatric symptoms and impairment. Thinking that one's life was in danger was the exposure item most strongly associated with symptoms and impairment. The majority of respondents found their own strength, family and friends, a Western-style hospital and their religious practice to be the most helpful coping aids.
A large minority of adults in one area of Sri Lanka reported significant psychiatric and somatic symptoms and impairment 20-21 months after the tsunami. Accurate data about risk for and resilience to impairing symptoms >1 year after disasters are necessary in order to develop rational surveillance and interventions.
This paper proposes a theoretical framework as a foundation for building online communities of practice when a suite of social networking applications referred to as collective intelligence tools are ...utilized to develop a product or solutions to a problem. Drawing on recent developments in Web 2.0 tools, research on communities of practice and relevant theories of learning, and the authors' own action research experience in collaborative knowledge creation utilizing Web 2.0 tools, this paper discusses a learning community's spiraling process as it moves from a given sociocultural context through discourse, action, reflection, and reorganization toward socially mediated metacognition.
Un cadre théorique pour construire des communautés de pratique en ligne en utilisant des outils de maillage social
Cet article propose un cadre théorique sur lequel édifier des communautés de pratique en ligne lorsqu'on utilise, pour mettre au point un produit ou des solutions à un problème, une série d'applications destinées à la construction de réseaux humains et connues sous le nom d'outils d'intelligence collective. En s'appuyant sur les évolutions récentes des outils Web 2.0, sur les recherches sur les communautés d'usage et les théories de l'apprentissage pertinentes ainsi que sur l'expérience propre aux auteurs en matière de recherche action sur la création collaborative de savoir en utilisant le Web 2.0, le présent article examine le processus en spirale d'une communauté d'apprentissage qui part d'un contexte socio culturel donné et qui passe par le discours, l'action la réflexion et la réorganisation pour atteindre la métacognition reposant sur la médiation humaine.
Ein Theorierahmen für den Aufbau von "Online-Communitives of Practice" mit Hilfe von Anwendungen für Social Networking
In diesem Beitrag wird ein theoretischer Rahmen als Grundlage für den Aufbau von Online-Praxis-Gemeinschaften vorgestellt, wenn eine Reihe von Social Networking Anwendungen, auf die man sich als kollektive Intelligenz-Tools beziehen kann, benutzt wird, um ein Ergebnis oder eine Problemlösung zu entwickeln. Wenn man den neuesten Entwicklungsstand bei den Web 2.0 tools mit einbezieht, die Forschung im Kommunikationsbereich, die relevanten Lerntheorien und die eigenen Forschungen und praktischen Erfahrungen des Autors in der Benutzung von Web 2.0-Anwendungen auf dem Gebiet der gemeinschaftlichen Wissensermittlung, belegt dieses Papier den spiralförmigen Prozess beim Bewegen von einem bestimmten soziokulturellem Kontext aus durch Diskurs, Aktion, Reflektion und Reorganisation hin zu sozial vermittelter Metaerkenntnis.
Un marco teórico para la construcción de comunidades de práctica en línea con herramientas de creación de redes sociales
Este artículo propone un marco teórico como base para la construcción de comunidades de práctica cuando se utiliza una serie de aplicaciones sociales en redes (conocidas como herramientas de inteligencia colectiva) para desarrollar un producto o solucionar tal o tal problema. Basandose en las evoluciones recientes de las herramientas Web 2.0, en las investigaciones sobre las Comunidades de Uso y las teorías del aprendizaje más pertinentes así como en la experiencia propia de la investigación/acción por parte de los autores sobre la creación colaborativa de conocimiento a través del uso de herramientas Web 2.0, este artículo examina la evolución « en espiral » de una comunidad de aprendizaje que sale de un contexto socio cultural determinado y pasando por el discurso, acción, reflexión, alcanza la metacognición basada en la mediación humana.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Gunawardena et al.’s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, ...qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a large dataset, this study explores how two neural network architectures—a feed-forward network (Doc2Vec) and a large language model transformer (BERT)—could automatically predict phases of knowledge construction using IAM. The methods interrogated the extent to which the artificial neural networks’ predictions of IAM Phases approximated a human coder’s qualitative analysis. Key results indicate an accuracy of 21.55% for Doc2Vec phases I-V, 43% for fine-tuning a pre-trained large language model (LLM), and 52.79% for prompt-engineering an LLM. Future studies for improving accuracy should consider either training the models with larger datasets or focusing on the design of prompts to improve classification accuracy. Grounded on social constructivism and IAM, this study has implications for designing and supporting online collaborative learning where the goal is social construction of knowledge. Moreover, it has teaching implications for guiding the design of AI tools that provide beneficial feedback for both students and course designers.
Looks for appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and coconstruction of knowledge in collaborative learning environments ...facilitated by computer conferencing. Reviews strengths and shortcomings of existing interaction analysis techniques and proposes a new model based on grounded theory building for analyzing the quality of computer-mediated communication (CMC) interactions and learning experiences. (Author/AEF)
This study explores factors that predict learner satisfaction and transfer of learning in an online educational program at a multinational corporation, established to improve organizational learning ...by providing training in technical skills. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items, face-to-face and phone interviews), gathering the perspective of students, instructors, and instructional designers. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management systems such as Blackboard and SharePoint as well as instructional design tools such as Breeze, Captivate, and PowerPoint. Online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning. Qualitative analysis provided additional insight on these findings and the elements that impacted the operation of an online education program in a corporate setting.
Our pervasive adoption of CMC in higher education has far outpaced our understanding of the nature of CMC and, accordingly, how this medium should best be used to promote higher-order learning ...(Garrison, Anderson, & Archer, American Journal of Distance Education, 15(1), 7-23, 2001). Therefore, this study examined the relationship between peer interaction and learning outcomes by creating and testing through structural equation modeling a model of five variables-learner characteristics measured by self-construal, perceived teaching style, task design, course requirements, and prior CMC experience-that influence self-reported peer interaction and self-reported learning outcomes. The results showed that perceived teaching style had a small direct effect (0.23) and prior CMC experience had a moderate direct effect (0.31) on self-reported peer interaction; self-reported peer interaction had a strong direct effect (0.66) on self-reported learning outcomes.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
We discuss the development of an instructional design model, WisCom (Wisdom Communities), based on socio-constructivist and sociocultural learning philosophies and distance education principles for ...the development of online wisdom communities, and the application and evaluation of the model in an online graduate course in the USA. The WisCom model aims to facilitate transformational learning by fostering the development of a wisdom community, knowledge innovation, and mentoring and learner support in an online learning environment, based on a "Cycle of Inquiry" module design, and a "Spiral of Inquiry" program design. Extending beyond current instructional design practice, WisCom provides both a new model for teaching that builds upon the inherent capacity of networked communication to support the growth and intellectual development of communities of practice, and a new model of learning where learners engage in the process of scholarly inquiry that supports individual and collective learning. Evaluation and research data support the WisCom model's ability to design a learning community engaged in the collaborative construction of knowledge.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
This study examines cross-cultural interpretations of icons and images drawn from US academic websites. Participants from Morocco, Sri Lanka, Turkey, and the USA responded to an online questionnaire ...containing 18 icons and images representing online functions and information types common on US academic websites. Participants supplied meanings for icons and images and selected a preferred image to represent each of four specific online functions. From three images of professors, participants chose one with whom they would prefer to study. Data were collected at the University of New Mexico, USA; in Internet cafes in the Middle Atlas region and at Al-Akhawayn University, Morocco; the Open University of Sri Lanka in Nawala, Nugegoda; and at Anadolu University, Turkey. A qualitative analysis examines participants' perspectives and preferences for specific representations and identifies cultural themes in relation to Hofstede's dimensions. Implications for the design of images for cross-cultural users are discussed.
L'interprétation culturelle de la signification visuelle des icônes et images utilisées dans la conception de sites Web en Amérique du Nord
La présente étude porte sur les interprétations transculturelles des icônes et des images extraites de sites universitaires américains. Des participants venus du Maroc,du Sri Lanka, de Turquie et des Etats Unis, ont répondu à un questionnaire en ligne contenant 18 icônes et images représentant des fonctions en ligne et des modes d'information que l'on trouve couramment sur les sites universitaires américains. Ces participants ont attribué des significations aux icônes et images et sélectionné l'image qu'ils (elles) préféraient pour représenter chacune des quatre fonctions en ligne proposées. A partir de trois images de professeurs,les participants en ont choisi une, celle avec qui ils (elles) préféreraient étudier. Une étude quantitative examine les perspectives des participants et leurs préférences pour une représentation donnée et elle identifie les thèmes culturels par rapport aux dimensions de Hofstede. On étudie les conséquences que cela peut avoir pour la conception d'images destinées à des utilisateurs interculturels.
Kulturelle Interpretationen der visuellen Bedeutung der Symbole und Bilder, die in Nordamerika Web-Design benutzt werden
Diese Studie untersucht cross-kulturelle Interpretationen von Symbolen und Bildern, die in akademischen US-Websites benutzt werden. Teilnehmer aus Marokko, Sri Lanka, der Türkei und den USA bearbeiteten einen Online-Fragebogen mit 18 Ikonen und Bildern, die Online-Funktionen und - Informationen auf akademischen US-Websites gemeinsamen sind. Die Teilnehmer benannten angenommene Bedeutungen der Symbole und Bilder und wählten ein bevorzugtes Bild für jede der vier spezifischen Online-Funktionen aus. Aus drei Bildern von Professoren wählten die Teilnehmer eines aus, das denjenigen zeigen sollte, mit dem sie es vorziehen würden zu studieren. Eine qualitative Analyse untersucht Perspektiven und Präferenzen der Teilnehmer für bestimmte Vertretungen und Identitäten kultureller Themen in Bezug auf die von Hofstede aufgestellten Dimensionen. Auswirkungen auf die Gestaltung von Bildern für cross-kulturelle Nutzer werden diskutiert.
La interpretación cultural del significado visual de iconos y imagenes utilizados en el diseño de sitios Web en América del Norte
Este artículo examina las interpretaciones transculturales de iconos y imágenes procedentes de sitios académicos de los Estados Unidos. Participantes de Marruecos, Sri Lanka, Turquía y los EUA respondierón a un cuestionario en línea conteniendo 18 iconos y imágenes que representan funciones en línea y tipos de información que se encuentran frecuentemente en los sitios académicos de los EUA. Los participantes propusieron significados para los iconos y imágenes y seleccionarón la imágen que les parecía más idónea para representar cada una de cuatros funciones en línea específicas. Entre tres imágenes de profesores, los participantes seleccionarón una, la de la persona con quien les gustaría estudiar. Un análisis cualitativo examina las perspectivas y preferencias de los participantes para tal o tal representación específica y al mismo tiempo se analiza temas culturales en relación con las dimensiones de Hofstede. Se analizan también las consecuencias que esto conlleva para el diseño de imágenes destinadas a usuarios transculturales.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced ...faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty’s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.
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