Structure Matters: Adoption of Structured Classification Approach in the Context of Cognitive Presence Classification

Waters, Zak; Kovanović, Vitomir; Kitto, Kirsty; Gašević, Dragan

doi:10.1007/978-3-319-28940-3_18

Cited by 20 publications

(21 citation statements)

References 20 publications

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“…Clarification questions and new lines of inquiry can appear at any point in the discussion, perhaps beginning a new cycle. Messages containing indicators from multiple phases are coded with the highest phase (coding up) [33].…”

Section: The Community Of Inquiry Frameworkmentioning

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

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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.

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Section: The Community Of Inquiry Frameworkmentioning

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

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“…Sometimes a message can show indications of two distinct phases of cognitive presence. The coding scheme indicates that these should be coded with the higher phase [14]. This is sometimes referred to as coding up.…”

Section: Labels Assigned By the Frameworkmentioning

confidence: 99%

“…The number of direct replies to the message. Messages relating to triggering events and exploration are expected to generate more replies than those in deeper phases [14].…”

Section: Number Of Direct Repliesmentioning

confidence: 99%

Dialogue attributes that inform depth and quality of participation in course discussion forums

Farrow

Moore

Gašević

2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

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This paper describes work in progress to answer the question of how we can identify and model the depth and quality of student participation in class discussion forums using the content of the discussion forum messages. We look at two widely-studied frameworks for assessing critical discourse and cognitive engagement: the ICAP and Community of Inquiry (CoI) frameworks. Our goal is to discover where they agree and where they offer complementary perspectives on learning.In this study, we train predictive classifiers for both frameworks on the same data set in order to discover which attributes are most predictive and how those correlate with the framework labels. We find that greater depth and quality of participation is associated with longer and more complex messages in both frameworks, and that the threaded reply structure matters more than temporal order. We find some important differences as well, particularly in the treatment of messages of affirmation. CCS CONCEPTS• Computing methodologies → Model development and analysis; Supervised learning by classification; • Applied computing → Education.

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“…Finally, Waters et al [83] implement a machine learning approach to predict students' critical thinking levels in formal online discussions according to CoI. In their study, they adopt word count, post similarity, chronological order, and other features to build a model that achieves a moderate level of accuracy.…”

Section: -Creatementioning

confidence: 99%

Is critical thinking happening? Testing content analysis schemes applied to MOOC discussion forums

O’Riordan

Millard

Schulz

2020

Comp Applic In Engineering

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Learners' progress within computer-supported collaborative learning environments is typically measured via analysis and interpretation of quantitative web interaction measures. However, the usefulness of these "proxies for learning" is questioned as they do not necessarily reflect critical thinking-an essential component of collaborative learning. Research indicates that pedagogical content analysis schemes have value in measuring critical discourse in small scale, formal, online learning environments, but research using these methods on high volume, informal, Massive Open Online Course (MOOC) forums is less common. The challenge in this setting is to develop valid and reliable indicators that operate successfully at scale. In this study, we test two established coding schemes used for the pedagogical content analysis of online discussions in a large-scale review of MOOC comment data. Pedagogical Scores are derived from manual ratings applied to comments by raters and correlated with automatically derived linguistic and interaction indicators. Results show that the content analysis methods are reliable, and are very strongly correlated with each other, suggesting that their specific format is not significant in this setting. In addition, the methods are strongly associated with the relevant linguistic indicators of higher levels of learning and have weaker correlations with other linguistic and interaction metrics. This suggests promise for further research using Machine Learning techniques, with the goal of providing realistic feedback to instructors, learners, and learning designers.

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Structure Matters: Adoption of Structured Classification Approach in the Context of Cognitive Presence Classification

Cited by 20 publications

References 20 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

Dialogue attributes that inform depth and quality of participation in course discussion forums

Is critical thinking happening? Testing content analysis schemes applied to MOOC discussion forums

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