Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum
The asynchronous discussion forum is one of the most
widely used activities in learning management system environment.
Online forum allows participants to interact, construct knowledge,
and can be used to complement face to face sessions in blended
learning courses. However, to what extent do the students perceive
the benefits or advantages of forum remain to be seen. Through
content and social network analyses, instructors will be able to gauge
the students’ engagement and knowledge construction level. Thus,
this study aims to analyze the students’ level of knowledge
construction and their participation level that occur through online
discussion. It also attempts to investigate the relationship between the
level of knowledge construction and their social interaction patterns.
The sample involves 23 students undertaking a master course in one
public university in Malaysia. The asynchronous discussion forum
was conducted for three weeks as part of the course requirement. The
finding indicates that the level of knowledge construction is quite
low. Also, the density value of 0.11 indicating the overall
communication among the participants in the forum is low. This
study reveals that strong and significant correlations between SNA
measures (in-degree centrality, out-degree centrality) and level of
knowledge construction. Thus, allocating these active students in
different group aids the interactive discussion takes place. Finally,
based upon the findings, some recommendations to increase students’
level of knowledge construction and also for further research are
proposed.
[1] C. Gunawardena, C. Lowe and T. Anderson, 'Analysis of a global online
debate and the development of an interaction analysis model for
examining social construction of knowledge in computer
conferencing', Journal of educational computing research, vol. 17, no.
4, pp. 397--431, 1997.
[2] M. Balaji and D. Chakrabarti, 'Student interactions in online discussion
forum: Empirical research from ‘media richness theory’
perspective', Journal of Interactive Online Learning, vol. 9, no. 1, pp. 1-
-22, 2010.
[3] C. Cheng, D. Par\'e, L. Collimore and S. Joordens, 'Assessing the
effectiveness of a voluntary online discussion forum on improving
students’ course performance', Computers \& Education, vol. 56, no. 1,
pp. 253--261, 2011.
[4] P. krish, 'Participation in Online Forums: Some Insight of Malaysian
Distance', 2010.
[5] V. Peters and J. Hewitt, 'An investigation of student practices in
asynchronous computer conferencing courses', Computers \& Education,
vol. 54, no. 4, pp. 951--961, 2010.
[6] W. S. Cheung and K.F Hew, ‘Examining students’ creative and critical
thinking and student to student interactions in an asynchronous online
discussion environment: A singapore case study’, Asia-Pacific
Cybereducation Journal, vol 2, no.2, 2006.
[7] X. Liu, B. Doore and L. Li, 'Scaffolding knowledge co-construction in
web-based discussions through message labeling', vol. 2008, no. 1, pp.
3041--3046, 2008.
[8] H. An, S. Shin and K. Lim, 'The effects of different instructor
facilitation approaches on students’ interactions during asynchronous
online discussions', Computers \& Education, vol. 53, no. 3, pp. 749--
760, 2009.
[9] P. Vercellone-Smith, K. Jablokow and C. Friedel, 'Characterizing
communication networks in a web-based classroom: Cognitive styles
and linguistic behavior of self-organizing groups in online
discussions', Computers \& Education, vol. 59, no. 2, pp. 222--235,
2012.
[10] R. Hanneman, ‘Introduction to social network methods’, Department of
Sociology, University of California, Riverside 2001.
[11] L. Freeman, 'Centrality in social networks conceptual clarification',
Social networks, vol. 1, no. 3, pp. 215--239, 1979.
[12] R. S. Burt, ‘Applied network analysis: A methodological introduction’,
pp. 176-194. Sage, Beverly. Hills, CA, 1983.
[13] L. Lipponen, M. Rahikainen, J. Lallimo and K. Hakkarainen, 'Analyzing
patterns of participation and discourse in elementary students’ online
science discussion', pp. 421--428, 2001.
[14] T. Schellens and M. Valcke, 'Collaborative learning in asynchronous
discussion groups: What about the impact on cognitive
processing?', Computers in Human behavior, vol. 21, no. 6, pp. 957--
975, 2005.
[15] A. Wise, J. Speer, F. Marbouti and Y. Hsiao, 'Broadening the notion of
participation in online discussions: Examining patterns in learners’
online listening behaviors', Instructional Science, vol. 41, no. 2, pp. 323-
-343, 2013.
[16] L. Macfadyen and S. Dawson, 'Mining LMS data to develop an “early
warning system” for educators: A proof of concept', Computers \&
Education, vol. 54, no. 2, pp. 588--599, 2010.
[17] J. Davies and M. Graff, 'Performance in e-learning: online participation
and student grades',British Journal of Educational Technology, vol. 36,
no. 4, pp. 657--663, 2005.
[18] P. Doran, C. Doran and A. Mazur, 'Social network analysis as a method
for analyzing interaction in collaborative online learning
environments', Journal of Systemics, Cybernetics and Informatics, vol.
9, no. 7, pp. 10--16, 2011.
[19] B. Vasa, ‘An assessment of knowlede construction in an online
discussion forum: The relationship between content analyis and social
network analysis’, 2010.
[20] D. Jonassen, ‘Computers As Mind Tools For Schools’. Merril,
Columbus: OH, 1996.
[21] A. Rovai, 'Facilitating online discussions effectively', The Internet and
Higher Education, vol. 10, no. 1, pp. 77--88, 2007.
[22] T. Anderson and L. Rourke, 'Using Peer Teams to Lead Online
Discussions', Journal of Interactive Media in Education, 2002.
[23] R. Kay, 'Using asynchronous online discussion to learn introductory
programming: An exploratory analysis', Canadian Journal of Learning
and Technology/La revue canadienne de l’apprentissage et de la
technologie, vol. 32, no. 1, 2006.
[24] Y. Fung, 'Collaborative online learning: Interaction patterns and limiting
factors', Open Learning: The Journal of Open, Distance and e-Learning,
vol. 19, no. 2, pp. 135--149, 2004.
[1] C. Gunawardena, C. Lowe and T. Anderson, 'Analysis of a global online
debate and the development of an interaction analysis model for
examining social construction of knowledge in computer
conferencing', Journal of educational computing research, vol. 17, no.
4, pp. 397--431, 1997.
[2] M. Balaji and D. Chakrabarti, 'Student interactions in online discussion
forum: Empirical research from ‘media richness theory’
perspective', Journal of Interactive Online Learning, vol. 9, no. 1, pp. 1-
-22, 2010.
[3] C. Cheng, D. Par\'e, L. Collimore and S. Joordens, 'Assessing the
effectiveness of a voluntary online discussion forum on improving
students’ course performance', Computers \& Education, vol. 56, no. 1,
pp. 253--261, 2011.
[4] P. krish, 'Participation in Online Forums: Some Insight of Malaysian
Distance', 2010.
[5] V. Peters and J. Hewitt, 'An investigation of student practices in
asynchronous computer conferencing courses', Computers \& Education,
vol. 54, no. 4, pp. 951--961, 2010.
[6] W. S. Cheung and K.F Hew, ‘Examining students’ creative and critical
thinking and student to student interactions in an asynchronous online
discussion environment: A singapore case study’, Asia-Pacific
Cybereducation Journal, vol 2, no.2, 2006.
[7] X. Liu, B. Doore and L. Li, 'Scaffolding knowledge co-construction in
web-based discussions through message labeling', vol. 2008, no. 1, pp.
3041--3046, 2008.
[8] H. An, S. Shin and K. Lim, 'The effects of different instructor
facilitation approaches on students’ interactions during asynchronous
online discussions', Computers \& Education, vol. 53, no. 3, pp. 749--
760, 2009.
[9] P. Vercellone-Smith, K. Jablokow and C. Friedel, 'Characterizing
communication networks in a web-based classroom: Cognitive styles
and linguistic behavior of self-organizing groups in online
discussions', Computers \& Education, vol. 59, no. 2, pp. 222--235,
2012.
[10] R. Hanneman, ‘Introduction to social network methods’, Department of
Sociology, University of California, Riverside 2001.
[11] L. Freeman, 'Centrality in social networks conceptual clarification',
Social networks, vol. 1, no. 3, pp. 215--239, 1979.
[12] R. S. Burt, ‘Applied network analysis: A methodological introduction’,
pp. 176-194. Sage, Beverly. Hills, CA, 1983.
[13] L. Lipponen, M. Rahikainen, J. Lallimo and K. Hakkarainen, 'Analyzing
patterns of participation and discourse in elementary students’ online
science discussion', pp. 421--428, 2001.
[14] T. Schellens and M. Valcke, 'Collaborative learning in asynchronous
discussion groups: What about the impact on cognitive
processing?', Computers in Human behavior, vol. 21, no. 6, pp. 957--
975, 2005.
[15] A. Wise, J. Speer, F. Marbouti and Y. Hsiao, 'Broadening the notion of
participation in online discussions: Examining patterns in learners’
online listening behaviors', Instructional Science, vol. 41, no. 2, pp. 323-
-343, 2013.
[16] L. Macfadyen and S. Dawson, 'Mining LMS data to develop an “early
warning system” for educators: A proof of concept', Computers \&
Education, vol. 54, no. 2, pp. 588--599, 2010.
[17] J. Davies and M. Graff, 'Performance in e-learning: online participation
and student grades',British Journal of Educational Technology, vol. 36,
no. 4, pp. 657--663, 2005.
[18] P. Doran, C. Doran and A. Mazur, 'Social network analysis as a method
for analyzing interaction in collaborative online learning
environments', Journal of Systemics, Cybernetics and Informatics, vol.
9, no. 7, pp. 10--16, 2011.
[19] B. Vasa, ‘An assessment of knowlede construction in an online
discussion forum: The relationship between content analyis and social
network analysis’, 2010.
[20] D. Jonassen, ‘Computers As Mind Tools For Schools’. Merril,
Columbus: OH, 1996.
[21] A. Rovai, 'Facilitating online discussions effectively', The Internet and
Higher Education, vol. 10, no. 1, pp. 77--88, 2007.
[22] T. Anderson and L. Rourke, 'Using Peer Teams to Lead Online
Discussions', Journal of Interactive Media in Education, 2002.
[23] R. Kay, 'Using asynchronous online discussion to learn introductory
programming: An exploratory analysis', Canadian Journal of Learning
and Technology/La revue canadienne de l’apprentissage et de la
technologie, vol. 32, no. 1, 2006.
[24] Y. Fung, 'Collaborative online learning: Interaction patterns and limiting
factors', Open Learning: The Journal of Open, Distance and e-Learning,
vol. 19, no. 2, pp. 135--149, 2004.
@article{"International Journal of Business, Human and Social Sciences:68392", author = "K. Durairaj and I. N. Umar", title = "Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum", abstract = "The asynchronous discussion forum is one of the most
widely used activities in learning management system environment.
Online forum allows participants to interact, construct knowledge,
and can be used to complement face to face sessions in blended
learning courses. However, to what extent do the students perceive
the benefits or advantages of forum remain to be seen. Through
content and social network analyses, instructors will be able to gauge
the students’ engagement and knowledge construction level. Thus,
this study aims to analyze the students’ level of knowledge
construction and their participation level that occur through online
discussion. It also attempts to investigate the relationship between the
level of knowledge construction and their social interaction patterns.
The sample involves 23 students undertaking a master course in one
public university in Malaysia. The asynchronous discussion forum
was conducted for three weeks as part of the course requirement. The
finding indicates that the level of knowledge construction is quite
low. Also, the density value of 0.11 indicating the overall
communication among the participants in the forum is low. This
study reveals that strong and significant correlations between SNA
measures (in-degree centrality, out-degree centrality) and level of
knowledge construction. Thus, allocating these active students in
different group aids the interactive discussion takes place. Finally,
based upon the findings, some recommendations to increase students’
level of knowledge construction and also for further research are
proposed.
", keywords = "Asynchronous Discussion Forums, Content
Analysis, Knowledge Construction, Social Network Analysis.", volume = "8", number = "12", pages = "3803-6", }
