nach oben

Erschienen in:

2018 | OriginalPaper | Buchkapitel

Towards Combined Network and Text Analytics of Student Discourse in Online Discussions

verfasst von : Rafael Ferreira, Vitomir Kovanović, Dragan Gašević, Vitor Rolim

Erschienen in: Artificial Intelligence in Education

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This paper presents a novel method for the evaluation of students’ use of asynchronous discussions in online learning environments. In particular, the paper shows how students’ cognitive development across different course topics can be examined using the combination of natural language processing and graph-based analysis techniques. Drawing on the theoretical foundation of the community of inquiry model, we show how topic modeling and epistemic network analysis can provide qualitatively new insight into students’ development of critical and deep thinking skills. We also show how the same method can be used to investigate the effectiveness of instructional interventions and its effect on student learning. The results of this study and its practical implications are further discussed.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Vorheriges Kapitel Using Physiological Synchrony as an Indicator of Collaboration Quality, Task Performance and Learning

Nächstes Kapitel How Should Knowledge Composed of Schemas be Represented in Order to Optimize Student Model Accuracy?

Blei, D.M.: Topic modeling in digital humanities. J. Digit. Humanit. 2(1) (2012). Special Issue

Akyol, Z., Garrison, D.R.: Assessing metacognition in an online community of inquiry. Internet High. Educ. 14(3), 183–190 (2011). https://doi.org/10.1016/j.iheduc.2011.01.005

Anderson, T., Dron, J.: Three generations of distance education pedagogy. Int. Rev. Res. Open Distance Learn. 12(3), 80–97 (2010). http://www.irrodl.org/index.php/irrodl/article/view/890/

Anderson, T., Rourke, L., Garrison, D.R., Archer, W.: Assessing teaching presence in a computer conferencing context. J. Asynchronous Learn. Netw. 5, 1–17 (2001)

Arbaugh, J., Cleveland-Innes, M., Diaz, S.R., Garrison, D.R., Ice, P., Richardson, J.C., Swan, K.P.: Developing a community of inquiry instrument: testing a measure of the community of inquiry framework using a multi-institutional sample. Internet High. Educ. 11(3–4), 133–136 (2008). https://doi.org/10.1016/j.iheduc.2008.06.003

Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.I., Cromley, J.G.: Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educ. Technol. Res. Dev. 56(1), 45–72 (2008). https://doi.org/10.1007/s11423-007-9067-0

Blei, D.M., Ng, A.Y., Jordan, M.I.: Latent dirichlet allocation. J. Mach. Learn. Res. 3, 993–1022 (2003). http://dl.acm.org/citation.cfm?id=944919.944937

Cohen, J.: The analysis of variance. In: Statistical Power Analysis for the Behavioral Sciences, pp. 273–406. L. Erlbaum Associates, Hillsdale (1988)

Dewey, J.: My pedagogical creed. Sch. J. 54(3), 77–80 (1897)

10.

Feldman, R., Sanger, J.: The Text Mining Handbook: Advanced Approaches in Analyzing Unstructured Data. Cambridge University Press, Cambridge (2007)

11.

Fischer, F., Kollar, I., Mandl, H., Haake, J.M.: Scripting Computer-Supported Collaborative Learning: Cognitive. Computational and Educational Perspectives. Springer Science & Business Media, New York (2007). https://doi.org/10.1007/978-0-387-36949-5

12.

Garrison, D.R.: Cognitive presence for effective asynchronous online learning: the role of reflective inquiry, self-direction and metacognition. Elem. Qual. Online Educ. Pract. Dir. 4(1), 47–58 (2003)

13.

Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High. Educ. 2(2–3), 87–105 (1999). https://doi.org/10.1016/S1096-7516(00)00016-6

14.

Garrison, D.R., Anderson, T., Archer, W.: Critical thinking, cognitive presence, and computer conferencing in distance education. Am. J. Distance Educ. 15(1), 7–23 (2001). https://doi.org/10.1080/08923640109527071

15.

Garrison, D.R., Anderson, T., Archer, W.: The first decade of the community of inquiry framework: a retrospective. Internet High. Educ. 13(1–2), 5–9 (2010). https://doi.org/10.1016/j.iheduc.2009.10.003

16.

Gašević, D., Adesope, O., Joksimović, S., Kovanović, V.: Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. Internet High. Educ. 24, 53–65 (2015). https://doi.org/10.1016/j.iheduc.2014.09.006

17.

Heo, H., Lim, K.Y., Kim, Y.: Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. Comput. Educ. 55(3), 1383–1392 (2010). https://doi.org/10.1016/j.compedu.2010.06.012

18.

Kovanović, V., Joksimović, S., Gašević, D., Hatala, M.: Automated cognitive presence detection in online discussion transcripts. In: Proceedings of the Workshops at the LAK 2014 Conference Co-located with 4th International Conference on Learning Analytics and Knowledge (LAK 2014), Indianapolis, IN (2014). http://ceur-ws.org/Vol-1137/

19.

Kovanović, V., Joksimović, S., Gašević, D., Hatala, M., Siemens, G.: Content analytics: the definition, scope, and an overview of published research. In: Lang, C., Siemens, G., Wise, A., Gašević, D. (eds.) Handbook of Learning Analytics and Educational Data Mining, pp. 77–92. SoLAR, Edmonton (2017). https://doi.org/10.18608/hla17.007

20.

Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., Hatala, M.: What public media reveals about MOOCs: a systematic analysis of news reports. Br. J. Educ. Technol. 46(3), 510–527 (2015). https://doi.org/10.1111/bjet.12277

21.

Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., Hatala, M., Dawson, S., Siemens, G., Gašević, D.: Exploring communities of inquiry in massive open online courses. Comput. Educ. 119, 44–58 (2018). https://doi.org/10.1016/j.compedu.2017.11.010

22.

Kovanović, V., Joksimović, S., Waters, Z., Gašević, D., Kitto, K., Hatala, M., Siemens, G.: Towards automated content analysis of discussion transcripts: a cognitive presence case. In: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK 2016), pp. 15–24. ACM, New York (2016). https://doi.org/10.1145/2883851.2883950

23.

Lipman, M.: Thinking in Education. Cambridge University Press, Cambridge (1991)

24.

Manning, C.D., Schütze, H.: Foundations of Statistical Natural Language Processing, vol. 999. MIT Press, Cambridge (1999)MATH

25.

Nash, P., Shaffer, D.W.: Mentor modeling: the internalization of modeled professional thinking in an epistemic game. J. Comput. Assist. Learn. 27(2), 173–189 (2011). https://doi.org/10.1111/j.1365-2729.2010.00385.x

26.

Ramage, D., Rosen, E., Chuang, J., Manning, C.D., McFarland, D.A.: Topic modeling for the social sciences. In: NIPS 2009 Workshop on Applications for Topic Models: Text and Beyond, Whistler, Canada (2009)

27.

Reich, J., Tingley, D., Leder-Luis, J., Roberts, M.E., Stewart, B.: Computer-assisted reading and discovery for student generated text in massive open online courses. J. Learn. Analytics 2(1), 156–184 (2014). http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4138

28.

Rourke, L., Anderson, T., Garrison, D.R., Archer, W.: Assessing social presence in asynchronous text-based computer conferencing. J. Distance Educ. 14(2), 50–71 (1999). http://www.ijede.ca/index.php/jde/article/view/153

29.

Shaffer, D.W.: Epistemic frames for epistemic games. Comput. Educ. 46(3), 223–234 (2006). https://doi.org/10.1016/j.compedu.2005.11.003

30.

Shaffer, D.W.: Epistemic frames and islands of expertise: learning from infusion experiences. In: Proceedings of the 6th International Conference on Learning Sciences, ICLS 2004, pp. 473–480. International Society of the Learning Sciences, Santa Monica (2004). http://dl.acm.org/citation.cfm?id=1149126.1149184

31.

Shaffer, D.W., Collier, W., Ruis, A.R.: A tutorial on epistemic network analysis: analyzing the structure of connections in cognitive, social, and interaction data. J. Learn. Analytics 3(3), 9–45 (2016). https://doi.org/10.18608/jla.2016.33.3

32.

Shaffer, D.W., Hatfield, D., Svarovsky, G.N., Nash, P., Nulty, A., Bagley, E., Frank, K., Rupp, A.A., Mislevy, R.: Epistemic network analysis: a prototype for 21st-century assessment of learning. Int. J. Learn. Media 1(2), 33–53 (2009). https://doi.org/10.1162/ijlm.2009.0013

33.

Stahl, G., Koschmann, T., Suthers, D., Sawyer, R.K.: Computer-supported collaborative learning: a historical perspective. In: The Cambridge Handbook of the Learning Sciences, pp. 409–426. Cambridge University Press, Cambridge, New York (2006)

34.

Wallach, H.M.: Topic modeling: beyond bag-of-words. In: Proceedings of the 23rd International Conference on Machine Learning, ICML 2006, pp. 977–984. ACM, New York (2006). https://doi.org/10.1145/1143844.1143967

35.

Waters, Z., Kovanović, V., Kitto, K., Gašević, D.: Structure matters: adoption of structured classification approach in the context of cognitive presence classification. In: Zuccon, G., Geva, S., Joho, H., Scholer, F., Sun, A., Zhang, P. (eds.) AIRS 2015. LNCS, vol. 9460, pp. 227–238. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-28940-3_18CrossRef

36.

Winne, P.H., Hadwin, A.F.: Studying as self-regulated learning. In: Hacker, D.J., Dunlosky, J., Graesser, A.C. (eds.) Metacognition in educational theory and practice. The Educational Psychology Series, pp. 277–304. Lawrence Erlbaum Associates Publishers, Mahwah (1998)

37.

Yang, D., Wen, M., Rose, C.: Towards identifying the resolvability of threads in MOOCs. In: Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing (EMNLP), pp. 21–31 (2014). http://www.aclweb.org/anthology/W/W14/W14-41.pdf#page=28

Titel: Towards Combined Network and Text Analytics of Student Discourse in Online Discussions
verfasst von: Rafael Ferreira
Vitomir Kovanović
Dragan Gašević
Vitor Rolim
Verlag: Springer International Publishing
Buch: Artificial Intelligence in Education
Print ISBN: 978-3-319-93842-4

Electronic ISBN: 978-3-319-93843-1

Copyright-Jahr: 2018
DOI: https://doi.org/10.1007/978-3-319-93843-1_9

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Premium Partner