Brian Thoms

How media choice affects learner interactions in distance learning classes

Abstract In this research we explore aspects of learning, social interaction and community across online learning, also known as distance learning, in higher education. We measure the impact of online social networking (OSN) software versus traditional learning management system (LMS) software. Guided by a theoretical model for how individuals learn and interact within online communities, we measure student perceptions of learning, social interaction and course community before and after our interventions. Survey instruments measure perceived learning, social interaction and community, which we further explore using social network analysis (SNA). Survey results identified that students experienced higher levels of perceived social interaction and course community and, overall, had higher levels of satisfaction with OSN software than those using LMS software. Along this line, SNA results corroborated that OSN software yielded a higher number of interactions, providing a more engaging learning experience.

HealthATM: personal health cyberinfrastructure for underserved populations.

BACKGROUND There is an opportunity for personal health record (PHR) systems to play a vital role in fostering health self-management within underserved populations. If properly designed and promoted, it is possible that patients will use PHRs to become more empowered in taking an active role toward managing their health needs. PURPOSE This research examines the potential of a cyberinfrastructure-based PHR to encourage patient activation in health care, while also having population health implications. METHODS A multi-phased, iterative research approach was used to design and evaluate a PHR system called HealthATM, which utilizes services from a cloud computing environment. These services were integrated into an ATM-style interface aimed at providing a broad range of health consumers with the ability to manage health conditions and encourage accomplishment of health goals. RESULTS Evaluation of the PHR included 115 patients who were clients of several free clinics in Los Angeles County. The majority of patients perceived ease of use (74%) and confidence (73%) in using the HealthATM system, and thought they would like to use it frequently (73%). Patients also indicated a belief in being responsible for their own health. However, fewer felt as though they were able to maintain necessary life changes to improve their health. CONCLUSIONS Findings from the field tests suggest that PHRs can be a beneficial health management tool for underserved populations. In order for these types of tools to be effective within safety-net communities, they must be technically accessible and provide meaningful opportunities to increase patient engagement in their health care.

Integrating Blogging and Microblogging to Foster Learning and Social Interaction in Online Learning Communities

In this paper we explore a combination of social technologies and their use within higher education. Our research builds atop ongoing design science research looking to expand an existing online learning community (OLC) used at our university. Our new design implements the latest version of Elgg, an online social learning platform and integrates it with the popular microblogging site Twitter. The overarching goal of this research is to measure the impact these technologies have on levels of learning and social interaction inside and outside the classroom. We measure this impact across two undergraduate classes taking upper-division information systems courses. Initial findings indicate that while the blogging component of our OLC continues to provide high levels of learning and social interaction in the classroom, microblogging, while effective in bringing new information into the classroom, failed to have a significant impact on learning or interaction.

Introducing a twitter discussion board to support learning in online and blended learning environments

In this research we present a new design component for online learning communities (OLC); one that integrates Twitter with an online discussion board (ODB). We introduce our design across two sections of upper-division information systems courses at a university located within the U.S. The first section consisted of full-time online learners, while the second section met face-to-face twice a week. Guided by a working theoretical model for how individuals learn and interact within OLCs, we measure student perceptions of learning, social interaction and course community before and after our intervention. Initial findings were largely positive and students across both sections experienced high levels of learning, interaction and community. Our results pave the way for more integrated learning environments that incorporate online social networking (OSN) technologies.

The Design and Evaluation of a Peer Ratings System for Online Learning Communities

In this paper we explore the idea that ratings systems, common across successful e-commerce sites, can better engage individuals in online learning networks. To test this we implement a ratings system as a mechanism for influencing social interaction in our universitys online learning community (OLC). Our research measures the impact this system had on five graduate courses over the course of two semesters. Our research also provides insight into how user-driven content can provide input into other systems, such as a recommender system to aid in fostering new online social connections.

Towards a Sentiment Analyzing Discussion-board

In this paper we present the design and construction of a sentiment analyzing discussion board, which was used to support learning and interaction within an existing online social networking (OSN) system. More specifically, this research introduces an innovative extension to learning management software (LMS) that combines real-time sentiment analysis with the goal of fostering student engagement and course community. In this study we perform data mining to extract sentiment on over 6,000 historical discussion board posts. This initial data was analyzed for sentiment and interaction patterns and used for guiding the redesign of an existing asynchronous online discussion board (AOD). The redesign incorporates a sentiment analyzer, which allows users to analyze the sentiment of their individual contributions prior to submission. Preliminary results found that the proposed system produced more favorable outcomes when compared to existing AOD software.

Social Software Design To Facilitate Service-learning In Interdisciplinary Computer Science Courses

Service-learning continues to play an increasing role in higher education as instructors look to incorporate high impact practices that challenge students through active and experiential learning. Yet limitations in learning management systems (LMS) can be barriers to service-learning project success. In this paper, we present an experience report on the design and implementation of an interdisciplinary service-learning course for computer science. We also present on the design and implementation of specialized social networking software as a mechanism to support service-learning across interdisciplinary computer science courses. More specifically, this research introduces customized social software, consisting of blogging, wiki and discussion software as tools for facilitating the specialized needs of these courses. These needs range from the ability for project management and milestone tracking, which are supported through wiki technology and messaging, self-reflection, which is supported through blogging and information exchange and knowledge sharing, which are supported through online discussion boards, social bookmarking and file-sharing. Results were largely positive, with a majority of students indicating that the course learning environment supported learning, collaboration and course community.

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users’ attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another’s reasoning to resolve misconceptions. Moreover, we found that the new system increased users’ perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications.

Designing a Peer Support System for Computer Programming Courses Using Online Social Networking Software

In this paper we explore the design and preliminary evaluation of an online peer-to-peer support system for higher education. Our software utilizes existing online social networking (OSN) software to provide students with a multi-dimensional peer-to-peer support structure. More specifically, this research introduces an innovative expansion to online course learning software that enhances communication based on a students course activity including course grades and technical abilities. We measure the impact of our system across introductory computer programming courses, taken by traditional college students. Initial survey data was positive and while overall levels of agreement fell between pretest and posttest surveys, the majority of students responded favorably to the new system.