Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments

Kim, Dongho; Park, Yeonjeong; Yoon, Meehyun; Jo, Il Hyun

doi:10.1016/j.iheduc.2016.03.002

Cited by 79 publications

(69 citation statements)

References 63 publications

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“…Arguments for the benefits of blended learning are well rehearsed, and include: increased flexibility for staff and students; personalisation; enhanced student outcomes; the development of autonomy and self-directed learning; opportunities for professional learning; cost efficiencies; staff and student satisfaction; and increased interaction between staff and students, and between students (e.g. Kim, Park, Yoon, & Jo, 2016;Mirriahi et al, 2015;Lai, Lam, & Lim, 2016;Vaughan, 2007). Importantly, blended learning is cast as transformative; it enables the rethinking and restructuring of pedagogic practice (Garrison & Kanuka, 2004), with the potential to 'recapture the ideals of higher education' (Garrison & Vaughan, 2008, p.x).…”

Section: Introductionmentioning

confidence: 99%

Defining the nature of blended learning through its depiction in current research

Smith

Hill

2018

Higher Education Research & Development

205

117

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Section: Introductionmentioning

confidence: 99%

Defining the nature of blended learning through its depiction in current research

Smith

Hill

2018

Higher Education Research & Development

205

117

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“…In addition, the kind of talk which unfolds in discussions can affect participation (e.g., long monologues, inappropriate academic style, lack of audience awareness), often with uncertainty about how written-like or spoken-like language should be in this 'hybrid' mode of discussion (Lander, 2014, p. 50). Even so, asynchronous forums are the preferred method of discussion for educators in higher education due to the ability to revisit, reflect on and revise writing, resulting in responses which are usually more carefully crafted than those in synchronous modes (Mancilla, Polat, & Akcay, 2015;Kim, Park, Yoon, & Jo, 2016). Among other things, interactions need to be purposeful and relevant as well as require an atmosphere where new understandings can be mutually and 'safely' negotiated with a degree of communicative expertise.…”

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confidence: 99%

Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion

Delahunty

2018

Linguistics and Education

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Abstract2018 Elsevier Inc. This article combines a sociocultural model of classroom talk with a linguistically-oriented model (systemic functional linguistics) to explore what characterizes effective asynchronous online discussion in higher education (HE). While the benefits of discussion are commonly accepted in face-to-face learning, engaging students in effective asynchronous discussion can often be 'hit or miss' due in part to the shift to interacting asynchronously. This hybrid mode of spoken-like/written-like communication demands skills which are rarely made explicit, often with the assumption that students (and lecturers) are proficient. The combined framework presented here enabled macro-and micro-understandings of discussion forums through an array of resources in the SFL model and the talk type descriptors to map linguistic features of knowledge constructing talk in an Australian postgraduate HE context. The notion of 'listening' (or attending to others) is proposed as a crucial condition for whether discussion progresses beyond simply 'posting'. Consequently, this article provides much needed insight into the murky space of asynchronous discussion forums. Disciplines Arts and Humanities | Social and Behavioral SciencesPublication Details . Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, This journal article is available at Research Online: http://ro.uow.edu.au/asdpapers/680 PRE-PRINT COPY Delahunty J. 2018. Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion. Linguistics and Education, Vol. 56, pp 12-22. https://doi.org/10.1016/j.linged.2018.05.003 Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion Janine Delahunty, University of Wollongong AbstractThis article combines a sociocultural model of classroom talk with a linguistically-oriented model (systemic functional linguistics) to explore what characterizes effective asynchronous online discussion in higher education (HE). While the benefits of discussion are commonly accepted in face-to-face learning, engaging students in effective asynchronous discussion can often be 'hit or miss', due in part to the shift to interacting asynchronously. This hybrid mode of spokenlike/written-like communication demands skills which are rarely made explicit, often with the assumption that students (and lecturers) are proficient. The combined framework presented here enabled macro-and micro-understandings of discussion forums through an array of resources in the SFL model and the talk type descriptors to map linguistic features of knowledge constructing talk in an Australian postgraduate HE context. The notion of 'listening' (or attending to others) is proposed as a crucial condition for whether discussion progresses beyond simply 'posting'. Consequently, this article provides much needed insight into the murky space of asynchronous discussion forums.Keywords: asynchronous discussion; co-constructing knowledge;...

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“…In other words, only non‐formal learners who used online tools to plan their studies were more likely to remain active users in the future. Non‐formal learners are not physically associated with an institution and, therefore, their self‐management strategies positively impact their learning patterns (Jo et al , ; Kim, Park, Yoon, & Jo, ; Michinov et al , ). As found in this study, simply having interactions with others does not necessarily lead to the future use of OERs.…”

Section: Discussionmentioning

confidence: 99%

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Kim¹,

Lee²,

Park³

2019

Brit J Educational Tech

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Open educational resources (OERs) are increasingly adopted in non‐formal education contexts. However, little research has been conducted to investigate the self‐directed learning patterns of non‐formal learners using OERs. A lack of knowledge about non‐formal learners precludes discussions on how to support their self‐regulated learning in open learning environments. We explored the self‐directed learning patterns of 1892 non‐formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non‐formal learners’ use of self‐directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non‐formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self‐directed learners.

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Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments

Cited by 79 publications

References 63 publications

Defining the nature of blended learning through its depiction in current research

Defining the nature of blended learning through its depiction in current research

Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

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