{"title":"Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs","authors":"Bo Yang","doi":"10.1007/s11412-024-09426-3","DOIUrl":null,"url":null,"abstract":"<p>In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (<i>N</i> = 739) and danmaku (<i>N</i> = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.</p>","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":null,"pages":null},"PeriodicalIF":4.2000,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Computer-Supported Collaborative Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11412-024-09426-3","RegionNum":2,"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
In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.
期刊介绍:
An official publication of the International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). The journal serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. Articles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.