Automated Analysis of Cognitive Presence in Online Discussions Written in Portuguese

Neto, Valter dos Santos Mendonça; Rolim, Vitor; Ferreira, Rafael; Kovanović, Vitomir; Gašević, Dragan; Lins, Rafael Dueire; Lins, Rodrigo

doi:10.1007/978-3-319-98572-5_19

Cited by 39 publications

(55 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Recent work has identified cue phrases and dialogue features that are correlated with specific framework labels [8,10], and relationships between the labels and topics extracted from the course content [27]. Although manual content analysis is slow and expensive, several recent studies have achieved promising results automating the labelling process using these frameworks [1,9,11,20,21,23,25].…”

Section: Background 21 Analysis Of Social Knowledge Construction In Online Discussionmentioning

confidence: 99%

“…A second contribution of this study is the evaluation of how the combination of external facilitation and role assignments affected the relationship between two different measures of the depth and quality of student participation, where positive changes in one measure were not always reflected in another measure. The use of two complementary perspectives in future studies is likely to become increasingly feasible, thanks to the development of automated classifiers for both CoI [9,11,21,23,25] and ICAP [1,20,36]. Combining the analytic approach presented here with real-time automated labelling could allow researchers and practitioners to benefit from rich analytic insights and to evaluate interventions while a course is still in progress.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A network analytic approach to integrating multiple quality measures for asynchronous online discussions

Farrow

Moore

Gašević

2021

LAK21: 11th International Learning Analytics and Knowledge Conference

View full text Add to dashboard Cite

Asynchronous online discussions within a community of learners can improve learning outcomes through social knowledge construction, but the depth and quality of student contributions often varies widely. Approaches to assessing critical discourse typically use content analysis to identify indicators that correspond to framework constructs, that in turn serve as measures of depth and quality. Often only a single construct is addressed for performing content analysis in the literature, although recent work has used both social presence and cognitive presence constructs from the Community of Inquiry (CoI) framework. Nevertheless, there is no effective, commonly used, analytic approach to combining insights from multiple perspectives about quality and depth of online discussions. This paper addresses the gap by proposing the combined use of cognitive engagement (the ICAP framework) and cognitive presence (CoI); and by proposing a network analytic approach that quantifies the associations between the two frameworks and measures the moderation effects of two instructional interventions on those associations. The present study found that these associations were moderated by one intervention but not the other; and that messages labelled with the most common phase of cognitive presence could be usefully assigned to smaller meaningful subgroups by also considering the mode of cognitive engagement. CCS CONCEPTS• Computing methodologies → Modeling methodologies; • Applied computing → Collaborative learning.

show abstract

Section: Background 21 Analysis Of Social Knowledge Construction In Online Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A network analytic approach to integrating multiple quality measures for asynchronous online discussions

Farrow

Moore

Gašević

2021

LAK21: 11th International Learning Analytics and Knowledge Conference

View full text Add to dashboard Cite

show abstract

“…A notable example of the application of SENS is in research on learners' regulation of CL within communities of inquiry (see Figure 4). A supervised machine learning technique is applied to Figure 3: The combination of social network analysis and epistemic analysis with relevant machine learning and data analytic approaches to form the SENS approach automate coding of discussion messages according to the coding schemes for social (ie, 13 indicators categorized into three general categories-interactive, affective and group cohesion) and cognitive (ie, triggering events, exploration, integration and resolution) presence constructs of communities of inquiry (Kovanović et al, 2016;Neto et al, 2018). The association between the phases of cognitive presence and indicators of social presence is then studied (Rolim, Ferreira, Gašević, & Lins, 2019).…”

Section: Multidisciplinary Collaboration For Moving Beyond the State mentioning

confidence: 99%

Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning

Järvelä¹,

Gašević²,

Seppänen³

et al. 2020

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

His research interests are learning analytics, educational data mining, self-regulated learning and collaborative learning. Tapio Seppänen is a professor of Biomedical Engineering at the University of Oulu. His research interests are intelligent signal analysis and pattern recognition in health and well-being applications. Mykola Pechenizkiy is a professor in Data Mining at the Eindhoven University of Technology. His research interests are data science, knowledge discovery and data mining.

show abstract

“…Asimismo, se analizaron varios artículos que predicen el rendimiento académico y tendencias de aprendizaje de los estudiantes, a partir de los datos recopilados durante el proceso de formación. Definen modelos que incluyen árboles de decisión para predecir los estudiantes que se encuentran en riesgo, con base a variables demográficas, resultados de exámenes, calificación final del curso y retroalimentación del docente [12,13,14].…”

Section: áRboles De Decisión (Decision Trees)unclassified

Analítica de aprendizaje como estrategia de apoyo al aula invertida en cursos de programación: una revisión sistemática de literatura

Mosquera

Bucheli

2021

Investigación e Innovación en Ingenierías

View full text Add to dashboard Cite

Objetivo: Identificar los métodos y las técnicas que se están utilizando en la analítica de aprendizaje, como apoyo al aula invertida para los cursos de programación. Metodología: Se realizó la búsqueda de artículos publicados en revistas y conferencias científicas, a partir de herramientas bibliográficas que ayudaron a construir el corpus de referencias. Luego se analizó la información más significativa de los documentos, para el desarrollo de la revisión sistemática. Resultados: Esta revisión identificó que los métodos y las técnicas han contribuido en la preparación de los estudiantes, la definición de estrategias para el aprendizaje de la programación, herramientas de detección de errores en el código fuente y sistemas de tutorías inteligentes. Mejorando la retención de los estudiantes, los hábitos de estudio y las experiencias de aprendizaje. Conclusiones: Las investigaciones han analizado los datos almacenados en sistemas de gestión de aprendizaje (LMS), con el fin de generar modelos de predicción que permitan mejorar la formación en línea, el rendimiento académico y la retroalimentación personalizada. Todos estos aportes han apoyado a las áreas de conocimiento de aprendizaje automático y minería de datos, con la solución de problemas relacionados al aprendizaje supervisado, no supervisado y la minería de datos educativa.

show abstract

Automated Analysis of Cognitive Presence in Online Discussions Written in Portuguese

Cited by 39 publications

References 27 publications

A network analytic approach to integrating multiple quality measures for asynchronous online discussions

A network analytic approach to integrating multiple quality measures for asynchronous online discussions

Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning

Analítica de aprendizaje como estrategia de apoyo al aula invertida en cursos de programación: una revisión sistemática de literatura

Contact Info

Product

Resources

About