A Visual Representation of Online Interaction Patterns

To understand learning processes we need to consider many different aspects that come into play within online learning environments, including mediating tools, learners’ actions, their engagement in online discussions and how such discussions unfold over time. Content analysis of asynchronous discussions is usually applied to study knowledge construction, but little attention is paid on how interactions relate to each other over time and influence each other. Visual representations of online interactions can help us make sense of the temporal dimension of learning and its relation with other complex data. The present article proposes a new visualization tool, which is based on an interaction analysis coding scheme, to visually represent the multidimensional relationship between discussion content, participants’ interaction and time.

[1]  António Moreira,et al.  Assessing social construction of knowledge online: A critique of the interaction analysis model , 2014, Comput. Hum. Behav..

[2]  Kathryn Ley,et al.  National Convention of the Association for Educational Communications and Technology , 2012 .

[3]  Margarida Lucas,et al.  Using social web tools for knowledge construction , 2011 .

[4]  Ben Shneiderman,et al.  Visualizing Threaded Conversation Networks: Mining Message Boards and Email Lists for Actionable Insights , 2010, AMT.

[5]  Yao-Ting Sung,et al.  Using blogs as a professional development tool for teachers: analysis of interaction behavioral patterns , 2009, Interact. Learn. Environ..

[6]  Ben Shneiderman,et al.  First Steps to Netviz Nirvana: Evaluating Social Network Analysis with NodeXL , 2009, 2009 International Conference on Computational Science and Engineering.

[7]  S. Tan,et al.  Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach , 2009, Teachers College Record: The Voice of Scholarship in Education.

[8]  Qiyun Wang,et al.  Investigating critical thinking and knowledge construction in an interactive learning environment , 2009, Interact. Learn. Environ..

[9]  Peter Reimann,et al.  Time is precious: why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods) , 2007, CSCL.

[10]  M. Windschitl.  Learning science: A singular plural perspective , 2007 .

[11]  Trena M. Paulus.  CMC Modes for Learning Tasks at a Distance , 2007, J. Comput. Mediat. Commun..

[12]  Vania Dimitrova,et al.  CourseVis: A graphical student monitoring tool for supporting instructors in web-based distance courses , 2007, Int. J. Hum. Comput. Stud..

[13]  F. Fischer,et al.  A framework to analyze argumentative knowledge construction in computer-supported collaborative learning , 2006, Comput. Educ..

[14]  Tammy Schellens,et al.  Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? , 2005, Comput. Hum. Behav..

[15]  Judith S. Donath,et al.  Seascape and volcano: visualizing online discussions using timeless motion , 2005, CHI Extended Abstracts.

[16]  Rose M. Marra,et al.  Content analysis of online discussion forums: A comparative analysis of protocols , 2004 .

[17]  Judith B. Pena-Shaff,et al.  Analyzing student interactions and meaning construction in computer bulletin board discussions , 2004, Comput. Educ..

[18]  Curtis J. Bonk,et al.  Content analysis of online discussion in an applied educational psychology course , 2000 .

[19]  Charlotte N. Gunawardena,et al.  Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing , 1997 .

[20]  M. Chi.  Quantifying Qualitative Analyses of Verbal Data: A Practical Guide , 1997 .