Investigating the behaviors of core and periphery students in an asynchronous online discussion community using network analysis and topic modeling

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Wanli Xing, Hai Li, Taehyun Kim, Wangda Zhu, Yukyeong Song
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Abstract

Although researchers recognize the importance of discussing support for math learning within online learning communities, there is a lack of relevant network classifying methods and analyses at the group level to understand the behavioral differences between groups with varying levels of activity, including their mathematical literacies. In this research, we investigated different groups within a large asynchronous online discussion community for middle school students, focusing on their interaction patterns and the quality of their mathematical engagement. First, we employed an extended Surprise detection algorithm that evaluates interaction quality to classify users into core, periphery, and extra-periphery groups. Following this classification, we performed social network analysis to understand the interaction patterns among these groups. For discourse analysis, we used topic modeling methods to analyze the socio-semantic network structure of the discussions. To assess differences in math literacy and discussion success rates among the groups, we applied the Mann-Whitney U test. Findings indicate that each group is more responsive to its members, with the core group demonstrating a balanced response pattern. X-periphery students primarily engage in casual chats and open queries, indicating a more focused participation aimed at immediate learning needs. Notably, the X-periphery group exhibits the highest math literacy and discussion success rates, suggesting that lower activity levels do not hinder communication efficiency. These findings highlight the importance of considering group dynamics and roles in designing online math learning activities to foster effective communication and support, offering practical insights for sustaining online learning communities through tailored discussion activities.

Abstract Image

利用网络分析和主题建模调查异步在线讨论社区中核心学生和边缘学生的行为
尽管研究人员认识到在在线学习社区中讨论支持数学学习的重要性,但缺乏相关的网络分类方法和群体层面的分析,以了解不同活跃程度的群体之间的行为差异,包括他们的数学素养。在本研究中,我们调查了一个大型中学生异步在线讨论社区中的不同群体,重点关注他们的互动模式和数学参与质量。首先,我们采用了一种评估互动质量的扩展惊喜检测算法,将用户分为核心、边缘和外围群体。在分类之后,我们进行了社交网络分析,以了解这些群体之间的互动模式。在话语分析方面,我们使用了主题建模方法来分析讨论的社会语义网络结构。为了评估各组在数学素养和讨论成功率方面的差异,我们采用了曼-惠特尼 U 检验法。研究结果表明,每个小组对其成员的反应都比较积极,核心小组的反应模式比较均衡。X-periphery 小组的学生主要参与闲聊和公开询问,这表明他们的参与更加集中,目的是满足当前的学习需求。值得注意的是,X-外围组的数学素养和讨论成功率最高,这表明较低的活动水平并不妨碍交流效率。这些发现强调了在设计在线数学学习活动时考虑小组动态和角色以促进有效交流和支持的重要性,为通过量身定制的讨论活动维持在线学习社区提供了实用的见解。
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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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