{"title":"Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking","authors":"Shen Ba, Xiao Hu, David Stein, Qingtang Liu","doi":"10.1111/bjet.13441","DOIUrl":null,"url":null,"abstract":"<p>Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem-solving and critical thinking in online inquiry-based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognition for modelling and visualizing the temporal characteristics of online discussions. However, due to methodological restraints, some valuable information regarding online discussion dynamics remains unexplained, including the directionality of connections between theoretical indicators and the trajectory of thinking development. Guided by the community of inquiry (CoI) model, this study extended generic ENA by incorporating directional connections and stanza-based trajectory tracking. By examining the proposed extensions with discussion data of an online learning course, this study first verified that the extensions are comparable with QCA, indicating acceptable assessment validity. Then, the directional ENA revealed that two-way connections between CoI indicators could vary over time and across groups, reflecting different discussion strategies. Furthermore, trajectory tracking effectively detected and visualized the fine-grained progression of thinking. At the end, we summarize several research and practical implications of the ENA extensions for assessing the learning process.\n </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2173-2191"},"PeriodicalIF":6.7000,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13441","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjet.13441","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem-solving and critical thinking in online inquiry-based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognition for modelling and visualizing the temporal characteristics of online discussions. However, due to methodological restraints, some valuable information regarding online discussion dynamics remains unexplained, including the directionality of connections between theoretical indicators and the trajectory of thinking development. Guided by the community of inquiry (CoI) model, this study extended generic ENA by incorporating directional connections and stanza-based trajectory tracking. By examining the proposed extensions with discussion data of an online learning course, this study first verified that the extensions are comparable with QCA, indicating acceptable assessment validity. Then, the directional ENA revealed that two-way connections between CoI indicators could vary over time and across groups, reflecting different discussion strategies. Furthermore, trajectory tracking effectively detected and visualized the fine-grained progression of thinking. At the end, we summarize several research and practical implications of the ENA extensions for assessing the learning process.
期刊介绍:
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.