Evren Eryilmaz

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.

Enhancing Student Knowledge Acquisition from Online Learning Conversations.

This article reports a theory-driven experimental study that evaluates the effects of an annotation functionality on online social interaction and individual learning outcomes. The central hypothesis of this study is that directly addressing a part of a text by annotating it and then connecting each annotation with its related discussion can decrease coordinative interaction costs and result in a higher-quality discussion that favors greater gains in individual learning outcomes. To reach our objective, we carried out a theory-driven experimental study that compares two versions of an anchored discussion system: one with annotation functionality and one without it, both displaying the learning material side by side with its associated discussion in one window. Participants were 106 students enrolled in two sections of a blended-format course in health education. We assigned each section to a software condition. The examination of students’ online social interaction centered on a fine-grained content analysis of coordination and knowledge construction activities as well as sequential analysis of knowledge construction activities. The results indicate that annotation functionality decreased coordinative interaction costs and stimulated more elaborated discussions that favored greater gains in individual learning outcomes. Implications for research and practice are discussed.

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 Role of Anchoring Discussion in Mediating Effective Online Interaction for Collaborative Knowledge Construction

This paper reports a quasi-experimental study carried out with two social technologies in order to support and enhance collaborative knowledge construction among doctoral students discussing research papers. We conducted a fine-grained investigation of discourse in both systems by using three coherent theories of collaborative learning to guide three different methods of analysis. We started our investigation by analyzing the content of discussions in search for active meaning making. Then, we examined the interaction processes to identify new cognitions emerged from interacting individuals. We completed our investigation by evaluating the positive interdependence of distributed competencies in each group. Results indicate that the anchored discussion system seems to be particularly suited for theory-oriented collaborative processing of research papers.

Establishing Trust Management in an Open Source Collaborative Information Repository: An Emergency Response Information System Case Study

This paper explores the design and evaluation of a trust model to establish trust management in an open source collaborative information repository for an emergency response environment. The proposed model is an instantiation of the SECURE framework and it is based on the characteristics of trust defined by recent information systems research. Evaluation of the model is based on a case study of a drill conducted by a city in Southern California. The results suggest that the proposed model might be useful to provide timely action plans for specific types of incidents based on the level trust and risk. However, a common terminology among involved organizations must exist prior to implementing the proposed model. In addition, information is volatile in an emergency response environment and rapid changes in conditions influence the consensus among entities. Therefore, verifying the accuracy of the emergency information used by the proposed model is essential to establish trust management in this particular context.

Re-design and Evaluation of an Anchored Discussion System

This paper investigates the re-design and evaluation of an existing anchored discussion system. The purpose of the re-design is to focus social construction of knowledge on relevant information from online academic texts. We developed three prototype software environments: teacher-based attention guidance, peer-oriented attention guidance, and control condition. The evaluation of the re-design involved a longitudinal quasi-experiment with two small groups of doctoral students. The control group had no access to attention guidance. Treatment group students initially received teacher guidance then switched to a peer scaffolded environment. Results show that teacher-based attention guidance helped treatment group students to select relevant information and discuss it with higher quality interaction patterns. Moreover, when treatment group students switched to peer-oriented attention guidance, they maintained focus on central domain principles and their interrelations. However, the socio-cognitive process for discussing the importance of candidate areas did not differ between peer-oriented attention guidance and control conditions.

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.