Using the instant semantic analysis and feedback system for mining effective behavioural patterns to facilitate learning effectiveness of online discussion

ABSTRACT

This study utilised the instant semantic analysis and feedback system (ISAFS) to assist learners in the online discussion learning activities of socio-scientific issues (SSIs) and to document their learning process behaviours for behavioural analyses. The aim was to understand the learners’ discussion behaviours during the ISAFS assisted learning process and to guide them in exhibiting more effective discussion behaviours in order to facilitate the learning effectiveness of online asynchronous discussions. The research participants were 55 eleventh-grade students from a senior high school in northeastern Taiwan. A single pre-experimental group design was adopted to collect the learning process data. Eventually, 34 effective samples were considered following the online discussions. The results showed that learners with distinct computer-mediated communication competences and personality traits have different behaviour patterns. Overall, the behavioural analyses reveal that different learning behaviours would result in distinct learning effectiveness, and that learners with different computer-mediated communication competences and personality traits would present various learning behaviours. Based on the research results, suggestions for the application of ISAFS in teaching and implications for future developments are proposed. The findings could be instrumental in the improvement of the teaching process through online discussions.

KEYWORDS:

• Instant semantic analysis and feedback system (ISAFS)
• distance education and online learning
• teaching/learning strategies
• learning environments
• asynchronous online discussions

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Chi-Tung Chen

Chi-Tung Chen is the corresponding author of this paper. He is now an associate professor in interdisciplinary programme of education of National Chi Nan University, Taiwan (R.O.C.). He is also the dean of general affairs of the University. His studies deal with areas such as educational technology, virtual reality, technology education and as well as university-school partnerships.

Chih-Ming Chen

Chin-Ming Chen is a distinguished professor in graduate institute of library, information & archival studies of National Chengchi University, Taiwan (R.O.C.). He is also the university librarian of the University. He mostly deals with multimedia, educational technology, synchronous learning, artificial intelligence and electromigration. His work deals with themes such as affect, annotation, reading comprehension, reading and personalised learning, which intersect with multimedia. The study incorporates disciplines such as cooperative learning, active learning, interactive media and visual learning in addition to educational technology.

Hsiao-Ting Tsai

Hsiao-Ting Tsai graduated with a master’s degree graduate institute of library, information & archival studies of National Chengchi University, Taiwan (R.O.C.). She is also a staff of library of the University.