Towards Understanding Online Question &amp; Answer Interactions and their effects on student performance in large-scale STEM classes

Smith, David H.; Hao, Qiang; Dennen, Vanessa P.; Tsikerdekis, Michail; Barnes, Bradly; Martin, Lilu; Tresham, Nathan

doi:10.1186/s41239-020-00200-7

Cited by 18 publications

(8 citation statements)

References 43 publications

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“…As a group‐level measure, network centralization indicates the dispersion of the network (Wasserman & Faust, 1995). In addition to the direct connections to a specific node, eigenvector centralization considers other types of connections (e.g., indirect connection) at a network level (Newman, 2018; Smith IV et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Lee

Goh

2023

Asso for Info Science & Tech

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In social Q&A, user‐generated questions can be viewed as goal expressions shaping the responses. Several studies have identified askers' goals from questions. However, it remains unclear how questions set goals for responders. To fill this gap, this research applies goal‐framing theory. Goal‐frames influence responses by attracting responders' attention to different goals. Eight question cues are used to identify gain, hedonic and normative goal‐frames. A total of 14,599 posts are collected. To investigate the influence of goal‐frames, response networks are constructed. Results reveal that gain goal‐frames attract interactions with questions, while hedonic, and normative goal‐frames promote interactions among responses. Further, topic types influence the effects of goal‐frames. Gain goal‐frames increase interactions with questions in Science, Technology, Engineering, and Mathematics (STEM) topics while hedonic and normative goal‐frames attract interactions in non‐STEM topics. This research leverages responders' perspectives to explain responses to questions, which are influenced by the goals set up by question cues. Beyond that, our findings enrich the empirical knowledge of social Q&A topics, revealing that the influence of questions varies across STEM and non‐STEM topics because the question cues for specifying goals are different in the two topics. Our research opens new directions to investigate questions from responders' perspectives.

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Section: Methodsmentioning

confidence: 99%

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Lee

Goh

2023

Asso for Info Science & Tech

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“…It not only allows all registered users to create, answer, edit, and organize questions together, but also give them opportunities to evaluate one another's answers with members belonging to same groups established in the community (Ebrahimzadeh et al, 2020; Jin et al, 2015). Therefore, this type of virtual communities is particularly useful when students need to work through problem sets or engaged in other solution‐oriented work (Smith et al, 2020). Prior literature has indicated that in a social networking community, collaborative learning is driver of learning satisfaction.…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

“…Although social Q&A community has the potential to promote online learning for university students, when discussing the learning process in such type of communities, researchers mainly focused on its formal usage, especially its effective usage of online Q&A in large-scale courses (Smith et al, 2020). Actually, social Q&A community belongs to social networking platforms, and thus users' learning and contribution behaviors are often spontaneous affairs.…”

Section: Introductionmentioning

confidence: 99%

Understanding continuance intention of social Q&A communities for informal learning among university students

Zeng

Bao

2023

Psychology in the Schools

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Social Q&A refers to the process of information seeking based on questioning‐and‐answering in natural language through social networks. It facilitates knowledge gathering and interacting, and thus can be regarded as an appropriate environment for informal learning. This study intends to explore factors affecting continuance intention of using social Q&A communities for informal learning and meanwhile reveal the underlying mechanism among these factors. Data were obtained from 257 university students through an online survey. By using partial least squares based structural equation model, the proposed hypotheses and research model were analyzed. The findings show that homophily, interactivity and social presence are three determinants of collaborative learning and community identification in social Q&A community which further influences university students' continuance intention for informal learning. Our research extends the understanding of informal learning in social Q&A communities and indicates how to promote continuous informal learning in such environment.

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“…Broadly, Piazza is an easy-to-use tool ( 80 ) that increases student engagement and grades by reinforcing key course concepts ( 81 ), particularly for novice learners ( 82 , 83 ). The algorithm of AnkiDecks builds in interleaving (studying multiple topics together, as opposed to studying one thing and then the next) and spaced repetition.…”

Section: Digital Tools To Increase Engagement In Ia Sessionsmentioning

confidence: 99%