aect 2015: interaction patterns and knowledge construction behaviors in discussion forums of a pd...
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Jiyae Bong Vanessa Dennen
Instructional Systems &Learning Technologies
Presenters AECT Annual Conference
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
November 5, 2015
Introduction
Research Background
• Asynchronous Online Discussion Activities
• MOOCs
Purpose of the Study
To contribute to the knowledge base on how learners interact and
engage in knowledge construction activities within a PD MOOC
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Research Questions1. What are the interaction patterns of participants across
the modules of the MOOC?
2. To what degree did participants engage in knowledge
construction activities across each module of MOOC?
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
About the MOOC Topic: Social Media for Active
Learning
Length: 4 weeks
Focus: Professional Development
Platform: Blackboard CourseSites
Format:
Weekly modules, complementary but not cumulative
Video lectures , webinars, discussions, quizzes, assignments
End of module badges + end of course certificate
Curation Social Media Lessons
Personal Learning Networks
Privacy & Ethics
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Method
Research Design & Participants• Naturalistic case study
• 147 students, 15 teaching assistants, and one instructor
who actively participated in the discussion activities
through the Blackboard CourseSite.
Module 1 Module 2 Module 3 Module 4 Total
# of
Threads6 8 8 5 27
Total Posts 357 260 200 97 914
# of
Speakers102 58 45 37 242
Table 1. Discussion Forum Format and the Data Set
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Data Collection and Analysis Quantitative Data
Framework for Interaction Patterns
Adapted from Schegloff (2007), Sinclair & Coulthard (1975),
and Wise et al. (2013)
• Conversational Structure
• Initiation – Response Pair
• Initiation – Response – Feedback
• Duration of Each Conversation Unit
• Displayed Order of the Initial Responses
• Speakers’ Membership
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Data Collection and AnalysisCharts for Interaction Patterns
• Conversational Structure
• Duration of Each
Conversation Unit
• Displayed Order of the
Initial Responses
• Speakers’ Membership
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Data Collection and Analysis Qualitative Data
Framework for Knowledge Construction ActivitiesAdapted from Gunawardena, Lowe, & Anderson (1997)
I. Sharing/ Comparing of Information
II. Exploration of Inconsistency
III. Co-Construction of Knowledge
IV. Applications of Newly-Constructed Meaning
Frequencies were calculated for each of the codes by
modules & each thread of each module.
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Results
Interaction Patterns• Conversation Structure (# conversation units)
Module 1 Module 2 Module 3 Module 4
IRs 135 (64%) 87 (62.6%) 56 (51.4%) 35 (63.6%)
IRFs 76 (36.9%) 52 (37.4%) 53 (48.6%) 20 (36.4%)
Total 211 138 108 55
• Duration of Each Conversation Unit (# days)
Module 1 Module 2 Module 3 Module 4
Average 1.79 1.75 2.19 1.83
IRFs Aver 4.36 3.89 4.10 4.21
Total (C.U.) 211 138 108 55
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Interaction Patterns• Module 1 – 4 Charts
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Interaction Patterns
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Interaction Patterns• The most common conversation structure was IR pair.
• The IRF sequences tended to appear at the first part of
each thread.
• Each IRF-type conversation lasted for 4.14 days at
average.
• Most of IRF sequences involved the instructor or
teaching assistants as one discourse partner.
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Knowledge ConstructionModule 1 Module 2 Module 3 Module 4
I.
Sharing/Comparing
of Information
358
(79.56%)
214
(83.27%)
169
(77.52%)
78
(77.23%)
II.
Exploration of
Inconsistency
39
(8.67%)
16
(6.23%)
3
(1.38%)
4
(3.96%)
III.
Co-Construction of
Knowledge
44
(9.78%)
26
(10.12%)
26
(11.93%)
11
(10.89%)
IV.
Applications of
Newly-Constructed
Meaning
9
(2.00%)
1
(0.39%)
20
(9.17%)
8
(7.92%)
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Discussion
Conclusions• Learners in this context will follow the directions they are
given rather than use learning spaces to initiate their own
discussions.
• Instructor involvement is important to promote deeper
discussion in this setting.
• In terms of knowledge construction, learners will share
their information by showing their agreement to the
information that the others posted and bring the other
examples. But there may not be many activities related to
the summarization of agreements.
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
Discussion• The interaction patterns can help us to understand
whether the MOOC provides the spaces each participant
exchange their ideas.
• There is the needs of building instructional strategies to
facilitate the conversation or discourse for the learning in
MOOC.
• Considering the lack of an omnipresent instructor or
teaching assistant and the scalability of the MOOC
context, the design of learning activities and the
development of technical infrastructure in MOOC
platform are critical.
Interaction Patterns and Knowledge Construction Behaviors
In Discussion Forums of a PD MOOC
THANK YOU! ANY QUESTIONS?
Contact:
Jiyae Bong – jb11ab@my.fsu.edu
Vanessa Dennen - vdennen@fsu.edu - @vdennen
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