Investigating Relationship Between Discourse Behavioral Patterns and Academic Achievements of Students in SPOC Discussion Forum
Investigating Relationship Between Discourse Behavioral Patterns and Academic Achievements of Students in SPOC Discussion Forum
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SPOC论坛中学生话语行为模式与学业成绩的关系探讨
DOI：
10.4018/ijdet.2018040103
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发表时间：
2018-04-01
影响因子：
3.3
通讯作者：
Liu, Sannyuya
中科院分区：
文献类型：
--
作者：
Liu, Zhi;Zhang, Wenjing;Liu, Sannyuya
作为内部心理过程的公开表达，话语已成为互动学习研究的主要数据源。为了深入探讨互动之间的行为规律，本文首先采用了内容分析方法，以在小型私人在线课程（SPOC）系统中的课程论坛中总结学生的参与模式。其次，通过情感单词匹配和情感密度计算，作者表征了集体积极和负面情感的演变趋势，并比较了不同成就的学生的情感优势。分析结果表明，大多数参与模式与学术成就之间存在显着相关性，而在交互式，寄存器，问题，观点和主题帖子方面，高成就的组似乎比低成绩组更为活跃。此外，较高的和中间成绩的学生都以积极的情绪优于低位的学生。但是，高，中低成就的学生对负面情绪没有显着差异。
As an overt expression of internal mental processes, discourses have become one main data source for the research of interactive learning. To deeply explore behavioral regularities among interactions, this article firstly adopts the content analysis method to summarize students' engagement patterns within a course forum in a small private online course (SPOC) system. Secondly, through sentiment word matching and sentiment density calculation, the authors characterize the evolution trends of collective positive and negative sentiments, and compare sentiment strengths of different achieving students. The analytical result shows that there is a significant correlation between most engagement patterns and academic achievements, and high-achieving group seems more active than low-achieving group in terms of interactive, register, question, viewpoint and thematic postings. Besides, both of high and middle-achieving students are superior to low-achieving students on positive sentiment. But, there is no significant difference among high-, middle- and low-achieving students on negative sentiments.