CINXE.COM

<!DOCTYPE html> <html lang="en" xmlns:fb="http://www.facebook.com/2008/fbml" class="wf-loading"> <head prefix="og: https://ogp.me/ns# fb: https://ogp.me/ns/fb# academia: https://ogp.me/ns/fb/academia#"> <meta charset="utf-8"> <meta name=viewport content="width=device-width, initial-scale=1"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <title>Srecko Joksimovic - Academia.edu</title>  <link href="//a.academia-assets.com/images/favicons/favicon-production.ico" rel="shortcut icon" type="image/vnd.microsoft.icon"> <link rel="apple-touch-icon" sizes="57x57" href="//a.academia-assets.com/images/favicons/apple-touch-icon-57x57.png"> <link rel="apple-touch-icon" sizes="60x60" href="//a.academia-assets.com/images/favicons/apple-touch-icon-60x60.png"> <link rel="apple-touch-icon" sizes="72x72" href="//a.academia-assets.com/images/favicons/apple-touch-icon-72x72.png"> <link rel="apple-touch-icon" sizes="76x76" href="//a.academia-assets.com/images/favicons/apple-touch-icon-76x76.png"> <link rel="apple-touch-icon" sizes="114x114" href="//a.academia-assets.com/images/favicons/apple-touch-icon-114x114.png"> <link rel="apple-touch-icon" sizes="120x120" href="//a.academia-assets.com/images/favicons/apple-touch-icon-120x120.png"> <link rel="apple-touch-icon" sizes="144x144" href="//a.academia-assets.com/images/favicons/apple-touch-icon-144x144.png"> <link rel="apple-touch-icon" sizes="152x152" href="//a.academia-assets.com/images/favicons/apple-touch-icon-152x152.png"> <link rel="apple-touch-icon" sizes="180x180" href="//a.academia-assets.com/images/favicons/apple-touch-icon-180x180.png"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-32x32.png" sizes="32x32"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-194x194.png" sizes="194x194"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-96x96.png" sizes="96x96"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/android-chrome-192x192.png" sizes="192x192"> <link rel="icon" type="image/png" href="//a.academia-assets.com/images/favicons/favicon-16x16.png" sizes="16x16"> <link rel="manifest" href="//a.academia-assets.com/images/favicons/manifest.json"> <meta name="msapplication-TileColor" content="#2b5797"> <meta name="msapplication-TileImage" content="//a.academia-assets.com/images/favicons/mstile-144x144.png"> <meta name="theme-color" content="#ffffff"> <script> window.performance && window.performance.measure && window.performance.measure("Time To First Byte", "requestStart", "responseStart"); </script> <script> (function() { if (!window.URLSearchParams || !window.history || !window.history.replaceState) { return; } var searchParams = new URLSearchParams(window.location.search); var paramsToDelete = [ 'fs', 'sm', 'swp', 'iid', 'nbs', 'rcc', // related content category 'rcpos', // related content carousel position 'rcpg', // related carousel page 'rchid', // related content hit id 'f_ri', // research interest id, for SEO tracking 'f_fri', // featured research interest, for SEO tracking (param key without value) 'f_rid', // from research interest directory for SEO tracking 'f_loswp', // from research interest pills on LOSWP sidebar for SEO tracking 'rhid', // referrring hit id ]; if (paramsToDelete.every((key) => searchParams.get(key) === null)) { return; } paramsToDelete.forEach((key) => { searchParams.delete(key); }); var cleanUrl = new URL(window.location.href); cleanUrl.search = searchParams.toString(); history.replaceState({}, document.title, cleanUrl); })(); </script> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "profiles/works", 'action': "summary", 'controller_action': 'profiles/works#summary', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script type="text/javascript"> window.sendUserTiming = function(timingName) { if (!(window.performance && window.performance.measure)) return; var entries = window.performance.getEntriesByName(timingName, "measure"); if (entries.length !== 1) return; var timingValue = Math.round(entries[0].duration); gtag('event', 'timing_complete', { name: timingName, value: timingValue, event_category: 'User-centric', }); }; window.sendUserTiming("Time To First Byte"); </script> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="yW3bWcOMJqAGAH1VcUpBmIv8x9PYOGdVLBik/vIfUXUm5GVCn0XdKXgDlrjhmHZPcrxvNjYyqR0D8S0kmgP5xA==" /> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/wow-77f7b87cb1583fc59aa8f94756ebfe913345937eb932042b4077563bebb5fb4b.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/social/home-1c712297ae3ac71207193b1bae0ecf1aae125886850f62c9c0139dd867630797.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/heading-b2b823dd904da60a48fd1bfa1defd840610c2ff414d3f39ed3af46277ab8df3b.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link crossorigin="" href="https://fonts.gstatic.com/" rel="preconnect" /><link href="https://fonts.googleapis.com/css2?family=DM+Sans:ital,opsz,wght@0,9..40,100..1000;1,9..40,100..1000&family=Gupter:wght@400;500;700&family=IBM+Plex+Mono:wght@300;400&family=Material+Symbols+Outlined:opsz,wght,FILL,GRAD@20,400,0,0&display=swap" rel="stylesheet" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/common-10fa40af19d25203774df2d4a03b9b5771b45109c2304968038e88a81d1215c5.css" /> <meta name="author" content="srecko joksimovic" /> <meta name="description" content="Srecko Joksimovic: 26 Followers, 15 Following, 26 Research papers. Research interests: Data Mining, Text Mining, and Knowledge Discovery in Databases." /> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs" /> <script> var $controller_name = 'works'; var $action_name = "summary"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.Aedu = { hit_data: null }; window.Aedu.SiteStats = {"premium_universities_count":15275,"monthly_visitors":"113 million","monthly_visitor_count":113468711,"monthly_visitor_count_in_millions":113,"user_count":277141506,"paper_count":55203019,"paper_count_in_millions":55,"page_count":432000000,"page_count_in_millions":432,"pdf_count":16500000,"pdf_count_in_millions":16}; window.Aedu.serverRenderTime = new Date(1732399883000); window.Aedu.timeDifference = new Date().getTime() - 1732399883000; window.Aedu.isUsingCssV1 = false; window.Aedu.enableLocalization = true; window.Aedu.activateFullstory = false; window.Aedu.serviceAvailability = { status: {"attention_db":"on","bibliography_db":"on","contacts_db":"on","email_db":"on","indexability_db":"on","mentions_db":"on","news_db":"on","notifications_db":"on","offsite_mentions_db":"on","redshift":"on","redshift_exports_db":"on","related_works_db":"on","ring_db":"on","user_tests_db":"on"}, serviceEnabled: function(service) { return this.status[service] === "on"; }, readEnabled: function(service) { return this.serviceEnabled(service) || this.status[service] === "read_only"; }, }; window.Aedu.viewApmTrace = function() { // Check if x-apm-trace-id meta tag is set, and open the trace in APM // in a new window if it is. var apmTraceId = document.head.querySelector('meta[name="x-apm-trace-id"]'); if (apmTraceId) { var traceId = apmTraceId.content; // Use trace ID to construct URL, an example URL looks like: // https://app.datadoghq.com/apm/traces?query=trace_id%31298410148923562634 var apmUrl = 'https://app.datadoghq.com/apm/traces?query=trace_id%3A' + traceId; window.open(apmUrl, '_blank'); } }; </script>  <link href="https://fonts.googleapis.com/css?family=Roboto:100,100i,300,300i,400,400i,500,500i,700,700i,900,900i" rel="stylesheet"> <link href="//maxcdn.bootstrapcdn.com/font-awesome/4.3.0/css/font-awesome.min.css" rel="stylesheet"> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/libraries-a9675dcb01ec4ef6aa807ba772c7a5a00c1820d3ff661c1038a20f80d06bb4e4.css" /> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/academia-296162c7af6fd81dcdd76f1a94f1fad04fb5f647401337d136fe8b68742170b1.css" /> <link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system_legacy-056a9113b9a0f5343d013b29ee1929d5a18be35fdcdceb616600b4db8bd20054.css" /> <script src="//a.academia-assets.com/assets/webpack_bundles/runtime-bundle-005434038af4252ca37c527588411a3d6a0eabb5f727fac83f8bbe7fd88d93bb.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/webpack_libraries_and_infrequently_changed.wjs-bundle-8d53a22151f33ab413d88fa1c02f979c3f8706d470fc1bced09852c72a9f3454.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/core_webpack.wjs-bundle-f8fe82512740391f81c9e8cc48220144024b425b359b08194e316f4de070b9e8.js"></script> <script src="//a.academia-assets.com/assets/webpack_bundles/sentry.wjs-bundle-5fe03fddca915c8ba0f7edbe64c194308e8ce5abaed7bffe1255ff37549c4808.js"></script> <script> jade = window.jade || {}; jade.helpers = window.$h; jade._ = window._; </script>  <script id="tag-manager-head-root">(function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer_old','GTM-5G9JF7Z');</script>  <script> window.gptadslots = []; window.googletag = window.googletag || {}; window.googletag.cmd = window.googletag.cmd || []; </script> <script type="text/javascript"> // TODO(jacob): This should be defined, may be rare load order problem. // Checking if null is just a quick fix, will default to en if unset. // Better fix is to run this immedietely after I18n is set. if (window.I18n != null) { I18n.defaultLocale = "en"; I18n.locale = "en"; I18n.fallbacks = true; } </script> <link rel="canonical" href="https://independent.academia.edu/SreckoJoksimovic" /> </head>   <body class='c-profiles/works a-summary logged_out'>  <div id="fb-root"></div><script>window.fbAsyncInit = function() { FB.init({ appId: "2369844204", version: "v8.0", status: true, cookie: true, xfbml: true }); // Additional initialization code. if (window.InitFacebook) { // facebook.ts already loaded, set it up. window.InitFacebook(); } else { // Set a flag for facebook.ts to find when it loads. window.academiaAuthReadyFacebook = true; } };</script><script>window.fbAsyncLoad = function() { // Protection against double calling of this function if (window.FB) { return; } (function(d, s, id){ var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) {return;} js = d.createElement(s); js.id = id; js.src = "//connect.facebook.net/en_US/sdk.js"; fjs.parentNode.insertBefore(js, fjs); }(document, 'script', 'facebook-jssdk')); } if (!window.defer_facebook) { // Autoload if not deferred window.fbAsyncLoad(); } else { // Defer loading by 5 seconds setTimeout(function() { window.fbAsyncLoad(); }, 5000); }</script> <div id="google-root"></div><script>window.loadGoogle = function() { if (window.InitGoogle) { // google.ts already loaded, set it up. window.InitGoogle("331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"); } else { // Set a flag for google.ts to use when it loads. window.GoogleClientID = "331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"; } };</script><script>window.googleAsyncLoad = function() { // Protection against double calling of this function (function(d) { var js; var id = 'google-jssdk'; var ref = d.getElementsByTagName('script')[0]; if (d.getElementById(id)) { return; } js = d.createElement('script'); js.id = id; js.async = true; js.onload = loadGoogle; js.src = "https://accounts.google.com/gsi/client" ref.parentNode.insertBefore(js, ref); }(document)); } if (!window.defer_google) { // Autoload if not deferred window.googleAsyncLoad(); } else { // Defer loading by 5 seconds setTimeout(function() { window.googleAsyncLoad(); }, 5000); }</script> <div id="tag-manager-body-root">  <noscript><iframe src="https://www.googletagmanager.com/ns.html?id=GTM-5G9JF7Z" height="0" width="0" style="display:none;visibility:hidden"></iframe></noscript>   <script> window.addEventListener('load', function() { if (document.querySelector('input[name="commit"]')) { document.querySelector('input[name="commit"]').addEventListener('click', function() { gtag('event', 'click', { event_category: 'button', event_label: 'Log In' }) }) } }); </script> </div> <script>var _comscore = _comscore || []; _comscore.push({ c1: "2", c2: "26766707" }); (function() { var s = document.createElement("script"), el = document.getElementsByTagName("script")[0]; s.async = true; s.src = (document.location.protocol == "https:" ? "https://sb" : "http://b") + ".scorecardresearch.com/beacon.js"; el.parentNode.insertBefore(s, el); })();</script><img src="https://sb.scorecardresearch.com/p?c1=2&c2=26766707&cv=2.0&cj=1" style="position: absolute; visibility: hidden" /> <div id='react-modal'></div> <div class='DesignSystem'> <a class='u-showOnFocus' href='#site'> Skip to main content </a> </div> <div id="upgrade_ie_banner" style="display: none;"><p>Academia.edu no longer supports Internet Explorer.</p><p>To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to <a href="https://www.academia.edu/upgrade-browser">upgrade your browser</a>.</p></div><script>// Show this banner for all versions of IE if (!!window.MSInputMethodContext || /(MSIE)/.test(navigator.userAgent)) { document.getElementById('upgrade_ie_banner').style.display = 'block'; }</script> <div class="DesignSystem bootstrap ShrinkableNav"><div class="navbar navbar-default main-header"><div class="container-wrapper" id="main-header-container"><div class="container"><div class="navbar-header"><div class="nav-left-wrapper u-mt0x"><div class="nav-logo"><a data-main-header-link-target="logo_home" href="https://www.academia.edu/"><img class="visible-xs-inline-block" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015-A.svg" width="24" height="24" /><img width="145.2" height="18" class="hidden-xs" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015.svg" /></a></div><div class="nav-search"><div class="SiteSearch-wrapper select2-no-default-pills"><form class="js-SiteSearch-form DesignSystem" action="https://www.academia.edu/search" accept-charset="UTF-8" method="get"><input name="utf8" type="hidden" value="✓" autocomplete="off" /><i class="SiteSearch-icon fa fa-search u-fw700 u-positionAbsolute u-tcGrayDark"></i><input class="js-SiteSearch-form-input SiteSearch-form-input form-control" data-main-header-click-target="search_input" name="q" placeholder="Search" type="text" value="" /></form></div></div></div><div class="nav-right-wrapper pull-right"><ul class="NavLinks js-main-nav list-unstyled"><li class="NavLinks-link"><a class="js-header-login-url Button Button--inverseGray Button--sm u-mb4x" id="nav_log_in" rel="nofollow" href="https://www.academia.edu/login">Log In</a></li><li class="NavLinks-link u-p0x"><a class="Button Button--inverseGray Button--sm u-mb4x" rel="nofollow" href="https://www.academia.edu/signup">Sign Up</a></li></ul><button class="hidden-lg hidden-md hidden-sm u-ml4x navbar-toggle collapsed" data-target=".js-mobile-header-links" data-toggle="collapse" type="button"><span class="icon-bar"></span><span class="icon-bar"></span><span class="icon-bar"></span></button></div></div><div class="collapse navbar-collapse js-mobile-header-links"><ul class="nav navbar-nav"><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/login">Log In</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/signup">Sign Up</a></li><li class="u-borderColorGrayLight u-borderBottom1 js-mobile-nav-expand-trigger"><a href="#">more&nbsp<span class="caret"></span></a></li><li><ul class="js-mobile-nav-expand-section nav navbar-nav u-m0x collapse"><li class="u-borderColorGrayLight u-borderBottom1"><a rel="false" href="https://www.academia.edu/about">About</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/press">Press</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://medium.com/@academia">Blog</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="false" href="https://www.academia.edu/documents">Papers</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/terms">Terms</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/privacy">Privacy</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/copyright">Copyright</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://www.academia.edu/hiring"><i class="fa fa-briefcase"></i> We're Hiring!</a></li><li class="u-borderColorGrayLight u-borderBottom1"><a rel="nofollow" href="https://support.academia.edu/"><i class="fa fa-question-circle"></i> Help Center</a></li><li class="js-mobile-nav-collapse-trigger u-borderColorGrayLight u-borderBottom1 dropup" style="display:none"><a href="#">less&nbsp<span class="caret"></span></a></li></ul></li></ul></div></div></div><script>(function(){ var $moreLink = $(".js-mobile-nav-expand-trigger"); var $lessLink = $(".js-mobile-nav-collapse-trigger"); var $section = $('.js-mobile-nav-expand-section'); $moreLink.click(function(ev){ ev.preventDefault(); $moreLink.hide(); $lessLink.show(); $section.collapse('show'); }); $lessLink.click(function(ev){ ev.preventDefault(); $moreLink.show(); $lessLink.hide(); $section.collapse('hide'); }); })() if ($a.is_logged_in() || false) { new Aedu.NavigationController({ el: '.js-main-nav', showHighlightedNotification: false }); } else { $(".js-header-login-url").attr("href", $a.loginUrlWithRedirect()); } Aedu.autocompleteSearch = new AutocompleteSearch({el: '.js-SiteSearch-form'});</script></div></div> <div id='site' class='fixed'> <div id="content" class="clearfix"> <script>document.addEventListener('DOMContentLoaded', function(){ var $dismissible = $(".dismissible_banner"); $dismissible.click(function(ev) { $dismissible.hide(); }); });</script> <script src="//a.academia-assets.com/assets/webpack_bundles/profile.wjs-bundle-9601d1cc3d68aa07c0a9901d03d3611aec04cc07d2a2039718ebef4ad4d148ca.js" defer="defer"></script><script>Aedu.rankings = { showPaperRankingsLink: false } $viewedUser = Aedu.User.set_viewed( {"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic","photo":"/images/s65_no_pic.png","has_photo":false,"is_analytics_public":false,"interests":[{"id":2009,"name":"Data Mining","url":"https://www.academia.edu/Documents/in/Data_Mining"},{"id":5639,"name":"Text Mining","url":"https://www.academia.edu/Documents/in/Text_Mining"},{"id":14008,"name":"Knowledge Discovery in Databases","url":"https://www.academia.edu/Documents/in/Knowledge_Discovery_in_Databases"},{"id":30815,"name":"Latent Semantic Analysis","url":"https://www.academia.edu/Documents/in/Latent_Semantic_Analysis"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"}]} ); if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = []</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://independent.academia.edu/SreckoJoksimovic","location":"/SreckoJoksimovic","scheme":"https","host":"independent.academia.edu","port":null,"pathname":"/SreckoJoksimovic","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-951f1ad8-1f4e-4fb9-9fb0-527f6672fc92"></div> <div id="ProfileCheckPaperUpdate-react-component-951f1ad8-1f4e-4fb9-9fb0-527f6672fc92"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Srecko Joksimovic</h1><div class="affiliations-container fake-truncate js-profile-affiliations"></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Srecko" data-follow-user-id="4802399" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="4802399"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">26</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">15</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">9</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="4802399">View All (10)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="4802399" href="https://www.academia.edu/Documents/in/Data_Mining"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://independent.academia.edu/SreckoJoksimovic","location":"/SreckoJoksimovic","scheme":"https","host":"independent.academia.edu","port":null,"pathname":"/SreckoJoksimovic","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Data Mining"]}" data-trace="false" data-dom-id="Pill-react-component-16f60516-e196-4b5f-b064-51d9028dd1cb"></div> <div id="Pill-react-component-16f60516-e196-4b5f-b064-51d9028dd1cb"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="4802399" href="https://www.academia.edu/Documents/in/Text_Mining"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Text Mining"]}" data-trace="false" data-dom-id="Pill-react-component-974fe3bf-2e16-40e9-b049-9d2b38fcfd56"></div> <div id="Pill-react-component-974fe3bf-2e16-40e9-b049-9d2b38fcfd56"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="4802399" href="https://www.academia.edu/Documents/in/Knowledge_Discovery_in_Databases"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Knowledge Discovery in Databases"]}" data-trace="false" data-dom-id="Pill-react-component-90422c61-b314-4986-b6b4-d2f0c011632c"></div> <div id="Pill-react-component-90422c61-b314-4986-b6b4-d2f0c011632c"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="4802399" href="https://www.academia.edu/Documents/in/Latent_Semantic_Analysis"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Latent Semantic Analysis"]}" data-trace="false" data-dom-id="Pill-react-component-e4a6a721-20e1-4c77-8257-fb99a2202e64"></div> <div id="Pill-react-component-e4a6a721-20e1-4c77-8257-fb99a2202e64"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="4802399" href="https://www.academia.edu/Documents/in/Learning_Analytics"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Learning Analytics"]}" data-trace="false" data-dom-id="Pill-react-component-d470728d-6b56-4843-9589-159ac7274b45"></div> <div id="Pill-react-component-d470728d-6b56-4843-9589-159ac7274b45"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>17</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Workshop-papers" data-toggle="tab" href="#workshoppapers" role="tab" title="Workshop papers"><span>1</span> <span class="ds2-5-body-sm-bold">Workshop papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Conference-papers" data-toggle="tab" href="#conferencepapers" role="tab" title="Conference papers"><span>3</span> <span class="ds2-5-body-sm-bold">Conference papers</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" role="tab">More  <i class="fa fa-chevron-down"></i></a><ul class="js-profile-documents-more-dropdown dropdown-menu dropdown-menu-right profile-documents-more-dropdown" role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Journal-papers" data-toggle="tab" href="#journalpapers" role="tab" style="border: none;"><span>2</span> Journal papers</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Posters" data-toggle="tab" href="#posters" role="tab" style="border: none;"><span>1</span> Posters</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Technical-reports" data-toggle="tab" href="#technicalreports" role="tab" style="border: none;"><span>2</span> Technical reports</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Srecko Joksimovic</h3></div><div class="js-work-strip profile--work_container" data-work-id="31968368"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/31968368/Students_achievement_analysis_system"><img alt="Research paper thumbnail of Students' achievement analysis system" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/31968368/Students_achievement_analysis_system">Students' achievement analysis system</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kg.academia.edu/AleksandarMarkovic">Aleksandar Markovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Vojnotehnicki glasnik</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The analysis of students&amp;#x27; achievements and the examination results recording at the Mili...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The analysis of students&amp;#x27; achievements and the examination results recording at the Military Academy (Department of Logistics) is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31968368"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31968368"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31968368; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31968368]").text(description); $(".js-view-count[data-work-id=31968368]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31968368; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31968368']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31968368, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=31968368]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31968368,"title":"Students' achievement analysis system","translated_title":"","metadata":{"abstract":"The analysis of students\u0026amp;#x27; achievements and the examination results recording at the Military Academy (Department of Logistics) is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. ...","publication_date":{"day":null,"month":null,"year":2004,"errors":{}},"publication_name":"Vojnotehnicki glasnik"},"translated_abstract":"The analysis of students\u0026amp;#x27; achievements and the examination results recording at the Military Academy (Department of Logistics) is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. ...","internal_url":"https://www.academia.edu/31968368/Students_achievement_analysis_system","translated_internal_url":"","created_at":"2017-03-21T12:17:39.958-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":25027060,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":28123619,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":null,"co_author_invite_id":6142624,"email":"i***d@yahoo.com","display_order":0,"name":"Ivan Tot","title":"Students' achievement analysis system"},{"id":28123620,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Students' achievement analysis system"},{"id":28123621,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":null,"co_author_invite_id":6142625,"email":"c***r@gmail.com","display_order":6291456,"name":"Velibor Cekic","title":"Students' achievement analysis system"},{"id":28123622,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":null,"co_author_invite_id":6142626,"email":"t***b@gmail.com","display_order":7340032,"name":"Milos Trboljevac","title":"Students' achievement analysis system"},{"id":28123649,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":44152715,"co_author_invite_id":null,"email":"a***t@gmail.com","display_order":7864320,"name":"Aleksandar Marković","title":"Students' achievement analysis system"}],"downloadable_attachments":[],"slug":"Students_achievement_analysis_system","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":25027060,"first_name":"Aleksandar","middle_initials":null,"last_name":"Markovic","page_name":"AleksandarMarkovic","domain_name":"kg","created_at":"2015-01-19T06:48:27.525-08:00","display_name":"Aleksandar Markovic","url":"https://kg.academia.edu/AleksandarMarkovic"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718895"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718895/Learning_Analytics_for_Networked_Learning_Models"><img alt="Research paper thumbnail of Learning Analytics for Networked Learning Models" class="work-thumbnail" src="https://attachments.academia-assets.com/40803978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718895/Learning_Analytics_for_Networked_Learning_Models">Learning Analytics for Networked Learning Models</a></div><div class="wp-workCard_item"><span>Journal of Learning Analytics</span><span>, Dec 24, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19896da30f9ce8fdbdd62904023bd095" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40803978,"asset_id":19718895,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40803978/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718895"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718895"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718895; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718895]").text(description); $(".js-view-count[data-work-id=19718895]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718895; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718895']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718895, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19896da30f9ce8fdbdd62904023bd095" } } $('.js-work-strip[data-work-id=19718895]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718895,"title":"Learning Analytics for Networked Learning Models","translated_title":"","metadata":{"grobid_abstract":"Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and humaninformation interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to analyze their effects. Therefore, the main goal of this research is the development of a theoretical model of networked learning that allows for a comprehensive and scalable analysis of how and why learners engage in collaboration in networked communities. The proposed research method, anticipated research outcomes, and contributions to the learning analytics field are discussed.","publication_date":{"day":24,"month":12,"year":2014,"errors":{}},"publication_name":"Journal of Learning Analytics","grobid_abstract_attachment_id":40803978},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718895/Learning_Analytics_for_Networked_Learning_Models","translated_internal_url":"","created_at":"2015-12-17T23:54:47.362-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":40803978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40803978/thumbnails/1.jpg","file_name":"4236-18041-2-PB.pdf","download_url":"https://www.academia.edu/attachments/40803978/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40803978/4236-18041-2-PB-libre.pdf?1450425311=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393530\u0026Signature=SiLPBdz-SN6FniGKsibxIm1YFtQxTg~T3RVwBf25PHJ7C8CqfufUGjyL0SrFvlpc3~QEBKMSsIdMuIXRyPChi23F72JlmfyLJ4mM9WPS7q46rMSvHnBDZursprayuF~OR-3j~natY-d4TZodeDaG6Tu6ATwPvw-cIhegd3hnwdhCH8XJ42Cm2CyrW6Pxy4YTpA0k2Z5AyfI62tzArBoVAtMTRRmjJKjq9-PPuzD2zQtuKUrVgfNc12MiZ6xsYdiczXhziEdatfpvs3BPFUK23QjksIsgCF5n7DN2NojipDq3SMs4Y9xDqIZlZWwEzeC3y~zUrqCuPYX1yXk0z2wFJw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_Analytics_for_Networked_Learning_Models","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":40803978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40803978/thumbnails/1.jpg","file_name":"4236-18041-2-PB.pdf","download_url":"https://www.academia.edu/attachments/40803978/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40803978/4236-18041-2-PB-libre.pdf?1450425311=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393530\u0026Signature=SiLPBdz-SN6FniGKsibxIm1YFtQxTg~T3RVwBf25PHJ7C8CqfufUGjyL0SrFvlpc3~QEBKMSsIdMuIXRyPChi23F72JlmfyLJ4mM9WPS7q46rMSvHnBDZursprayuF~OR-3j~natY-d4TZodeDaG6Tu6ATwPvw-cIhegd3hnwdhCH8XJ42Cm2CyrW6Pxy4YTpA0k2Z5AyfI62tzArBoVAtMTRRmjJKjq9-PPuzD2zQtuKUrVgfNc12MiZ6xsYdiczXhziEdatfpvs3BPFUK23QjksIsgCF5n7DN2NojipDq3SMs4Y9xDqIZlZWwEzeC3y~zUrqCuPYX1yXk0z2wFJw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":6133474,"url":"http://epress.lib.uts.edu.au/journals/index.php/JLA/article/download/4236/4435"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17767318"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17767318/How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs"><img alt="Research paper thumbnail of How do you connect? Analysis of social capital accumulation in connectivist MOOCs" class="work-thumbnail" src="https://attachments.academia-assets.com/39698268/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17767318/How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs">How do you connect? Analysis of social capital accumulation in connectivist MOOCs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Fifth International Conference on Learning Analytics & Knowledge (LAK'15)</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Connections established between learners via interactions are seen as fundamental for connectivis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners’ social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners’ centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5981e55e8428770d4411fd6a818a78f4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39698268,"asset_id":17767318,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39698268/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17767318"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17767318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17767318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17767318]").text(description); $(".js-view-count[data-work-id=17767318]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17767318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17767318']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17767318, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5981e55e8428770d4411fd6a818a78f4" } } $('.js-work-strip[data-work-id=17767318]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17767318,"title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs","translated_title":"","metadata":{"doi":"10.1145/2723576.2723604","abstract":"Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners’ social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners’ centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.","publisher":"ACM","page_numbers":"64–68","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Proceedings of the Fifth International Conference on Learning Analytics \u0026 Knowledge (LAK'15)"},"translated_abstract":"Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners’ social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners’ centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.","internal_url":"https://www.academia.edu/17767318/How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs","translated_internal_url":"","created_at":"2015-11-04T16:02:40.885-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8761327,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761328,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":2724280,"co_author_invite_id":null,"email":"n***l@gmail.com","affiliation":"University of Michigan","display_order":4194304,"name":"Nia Dowell","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761330,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":7340032,"name":"Dragan Gasevic","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761331,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":11092817,"co_author_invite_id":null,"email":"s***r@gmail.com","display_order":7864320,"name":"Shane Dawson","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761332,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":285419,"co_author_invite_id":null,"email":"a***r@gmail.com","affiliation":"University of Memphis","display_order":8126464,"name":"Art Graesser","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":27644099,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":3044310,"email":"o***k@mymail.unisa.edu.au","display_order":8257536,"name":"Oleksandra Skrypnyk","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"}],"downloadable_attachments":[{"id":39698268,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698268/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_How_do_you_connect.pdf","download_url":"https://www.academia.edu/attachments/39698268/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"How_do_you_connect_Analysis_of_social_ca.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698268/Joksimovic_et_al._-_2015_-_How_do_you_connect-libre.pdf?1446681612=\u0026response-content-disposition=attachment%3B+filename%3DHow_do_you_connect_Analysis_of_social_ca.pdf\u0026Expires=1732387143\u0026Signature=CkUNp6sxrOZv~SWw2dWtC6lqdLtUB~7Zwn7JqTeC0NxvPwsoB0qxzZtL9T-VrAKsY8XyA4nXCRFGzZK3GVXIr0tPEorIMr5lqnlPSQD1fIIWac0O0qx2UWSGKlA8aZYT~Pkq-sl-WTEmJdM8fP2foPC391AiIuffz0apP9vUxDjUsJqAIP9NUDh8c1lyIdrOgh3lwTMhjEyf~77Tl~AJ~2ZP~CQguTXMT8fTd8nUeJjUuei0BC6HBm4U50eXN3jCIydP1s2I0yu8QUMCZGEx57zUKiImuImGAI~96HENmMUQMs-h8w2fqPdYhysW0CfhQv4KGOyUVNwuii3xclX6cg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs","translated_slug":"","page_count":5,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39698268,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698268/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_How_do_you_connect.pdf","download_url":"https://www.academia.edu/attachments/39698268/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"How_do_you_connect_Analysis_of_social_ca.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698268/Joksimovic_et_al._-_2015_-_How_do_you_connect-libre.pdf?1446681612=\u0026response-content-disposition=attachment%3B+filename%3DHow_do_you_connect_Analysis_of_social_ca.pdf\u0026Expires=1732387143\u0026Signature=CkUNp6sxrOZv~SWw2dWtC6lqdLtUB~7Zwn7JqTeC0NxvPwsoB0qxzZtL9T-VrAKsY8XyA4nXCRFGzZK3GVXIr0tPEorIMr5lqnlPSQD1fIIWac0O0qx2UWSGKlA8aZYT~Pkq-sl-WTEmJdM8fP2foPC391AiIuffz0apP9vUxDjUsJqAIP9NUDh8c1lyIdrOgh3lwTMhjEyf~77Tl~AJ~2ZP~CQguTXMT8fTd8nUeJjUuei0BC6HBm4U50eXN3jCIydP1s2I0yu8QUMCZGEx57zUKiImuImGAI~96HENmMUQMs-h8w2fqPdYhysW0CfhQv4KGOyUVNwuii3xclX6cg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":5745,"name":"Social Capital","url":"https://www.academia.edu/Documents/in/Social_Capital"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"}],"urls":[{"id":7956968,"url":"http://dx.doi.org/10.1145/2723576.2723604"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17768300"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17768300/Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case"><img alt="Research paper thumbnail of Towards automated content analysis of discussion transcripts: A cognitive presence case" class="work-thumbnail" src="https://attachments.academia-assets.com/51813223/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17768300/Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case">Towards automated content analysis of discussion transcripts: A cognitive presence case</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK'16)</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this paper, we present the results of an exploratory study that examined the problem of automa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ea3eb6380bbb790dc84d2845a16485b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51813223,"asset_id":17768300,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51813223/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17768300"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17768300"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17768300; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17768300]").text(description); $(".js-view-count[data-work-id=17768300]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17768300; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17768300']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17768300, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ea3eb6380bbb790dc84d2845a16485b5" } } $('.js-work-strip[data-work-id=17768300]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17768300,"title":"Towards automated content analysis of discussion transcripts: A cognitive presence case","translated_title":"","metadata":{"doi":"10.1145/2883851.2883950","abstract":"In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.","publisher":"ACM","page_numbers":"15–24","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Proceedings of the Sixth International Conference on Learning Analytics \u0026 Knowledge (LAK'16)"},"translated_abstract":"In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.","internal_url":"https://www.academia.edu/17768300/Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case","translated_internal_url":"","created_at":"2015-11-04T16:46:46.021-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8763457,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763458,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976605,"email":"z***s@qut.edu.au","display_order":4194304,"name":"Zak Waters","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763459,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":6291456,"name":"Dragan Gasevic","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763460,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":32578424,"co_author_invite_id":null,"email":"k***o@qut.edu.au","affiliation":"Queensland University of Technology","display_order":7340032,"name":"Kirsty Kitto","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763461,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7864320,"name":"Marek Hatala","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763462,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":93894,"co_author_invite_id":null,"email":"g***s@elearnspace.org","affiliation":"Athabasca University","display_order":8126464,"name":"George Siemens","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"}],"downloadable_attachments":[{"id":51813223,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813223/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T.pdf","download_url":"https://www.academia.edu/attachments/51813223/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Towards_automated_content_analysis_of_di.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813223/Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T-libre.pdf?1487209396=\u0026response-content-disposition=attachment%3B+filename%3DTowards_automated_content_analysis_of_di.pdf\u0026Expires=1732387143\u0026Signature=FuJDcsS6ABUsQD-ocnGNxafWz5BfEvE2gmlZOq-bIMHdB05hV~wVn-4T4DkxYIfN57vzeYvkRIQ5AX0a-fTJR8zFBUIbQDlqPnvGH2Tqx9BRtNulrIAjXO8rRCCQBuzRMcO4cfJs4KQbBE8oPC7WjmkCHxvoyduRzzKbRpwjEkqGio32UOFnwHeJuvnhnVjQUxIPMeyDpxNrZzwWJ-8mbSnebLrcu5vvkrRGvyFaHUe~koQDX37Z9YeMhwA-sh8-vhpRgOAGJXIMCeNaO6qu5P9AJT0bQs5qm3yO-a3jh61r-XicKicsKUiPPBIw365XK1uymCWBPL4-CxOnUWWTrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51813223,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813223/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T.pdf","download_url":"https://www.academia.edu/attachments/51813223/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Towards_automated_content_analysis_of_di.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813223/Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T-libre.pdf?1487209396=\u0026response-content-disposition=attachment%3B+filename%3DTowards_automated_content_analysis_of_di.pdf\u0026Expires=1732387143\u0026Signature=FuJDcsS6ABUsQD-ocnGNxafWz5BfEvE2gmlZOq-bIMHdB05hV~wVn-4T4DkxYIfN57vzeYvkRIQ5AX0a-fTJR8zFBUIbQDlqPnvGH2Tqx9BRtNulrIAjXO8rRCCQBuzRMcO4cfJs4KQbBE8oPC7WjmkCHxvoyduRzzKbRpwjEkqGio32UOFnwHeJuvnhnVjQUxIPMeyDpxNrZzwWJ-8mbSnebLrcu5vvkrRGvyFaHUe~koQDX37Z9YeMhwA-sh8-vhpRgOAGJXIMCeNaO6qu5P9AJT0bQs5qm3yO-a3jh61r-XicKicsKUiPPBIw365XK1uymCWBPL4-CxOnUWWTrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":518704,"name":"Community of Inquiry Model","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry_Model"},{"id":1461383,"name":"The Community of Inquiry Framework","url":"https://www.academia.edu/Documents/in/The_Community_of_Inquiry_Framework"},{"id":1769447,"name":"Content Analytics","url":"https://www.academia.edu/Documents/in/Content_Analytics"}],"urls":[{"id":7956947,"url":"http://dx.doi.org/10.1145/2883851.2883950"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718894"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/19718894/Current_state_and_future_trends"><img alt="Research paper thumbnail of Current state and future trends" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/19718894/Current_state_and_future_trends">Current state and future trends</a></div><div class="wp-workCard_item"><span>Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This paper provides an evaluation of the current state of the field of learning analytic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. The emerging field of learning analytics is at the intersection of numerous academic disciplines, and therefore draws on a diversity of methodologies, theories and underpinning scientific assumptions. Through citation analysis and structured mapping we aimed to identify the emergence of trends and disciplinary hierarchies that are influencing the development of the field to date. The results suggest that there is some fragmentation in the major disciplines (computer science and education) regarding conference and journal representation. The analyses also indicate that the commonly cited papers are of a more conceptual nature than empirical research reflecting the need for authors to define the learning analytics space. An evaluation of the current state of learning analytics provides numerous benefits for the development of the field, such as a guide for under-represented areas of research and to identify the disciplines that may require more strategic and targeted support and funding opportunities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718894"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718894"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718894; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718894]").text(description); $(".js-view-count[data-work-id=19718894]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718894; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718894']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718894, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19718894]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718894,"title":"Current state and future trends","translated_title":"","metadata":{"abstract":"ABSTRACT This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. The emerging field of learning analytics is at the intersection of numerous academic disciplines, and therefore draws on a diversity of methodologies, theories and underpinning scientific assumptions. Through citation analysis and structured mapping we aimed to identify the emergence of trends and disciplinary hierarchies that are influencing the development of the field to date. The results suggest that there is some fragmentation in the major disciplines (computer science and education) regarding conference and journal representation. The analyses also indicate that the commonly cited papers are of a more conceptual nature than empirical research reflecting the need for authors to define the learning analytics space. An evaluation of the current state of learning analytics provides numerous benefits for the development of the field, such as a guide for under-represented areas of research and to identify the disciplines that may require more strategic and targeted support and funding opportunities.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14"},"translated_abstract":"ABSTRACT This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. The emerging field of learning analytics is at the intersection of numerous academic disciplines, and therefore draws on a diversity of methodologies, theories and underpinning scientific assumptions. Through citation analysis and structured mapping we aimed to identify the emergence of trends and disciplinary hierarchies that are influencing the development of the field to date. The results suggest that there is some fragmentation in the major disciplines (computer science and education) regarding conference and journal representation. The analyses also indicate that the commonly cited papers are of a more conceptual nature than empirical research reflecting the need for authors to define the learning analytics space. An evaluation of the current state of learning analytics provides numerous benefits for the development of the field, such as a guide for under-represented areas of research and to identify the disciplines that may require more strategic and targeted support and funding opportunities.","internal_url":"https://www.academia.edu/19718894/Current_state_and_future_trends","translated_internal_url":"","created_at":"2015-12-17T23:54:47.122-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Current_state_and_future_trends","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17675641"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17675641/Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement"><img alt="Research paper thumbnail of Learning at distance: Effects of interaction traces on academic achievement" class="work-thumbnail" src="https://attachments.academia-assets.com/39651374/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17675641/Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement">Learning at distance: Effects of interaction traces on academic achievement</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a></span></div><div class="wp-workCard_item"><span>Computers & Education</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contemporary literature on online and distance education almost unequivocally argues for the impo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="397fa96c328b965b07b36f354ddc8f8e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39651374,"asset_id":17675641,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39651374/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17675641"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17675641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17675641; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17675641]").text(description); $(".js-view-count[data-work-id=17675641]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17675641; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17675641']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17675641, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "397fa96c328b965b07b36f354ddc8f8e" } } $('.js-work-strip[data-work-id=17675641]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17675641,"title":"Learning at distance: Effects of interaction traces on academic achievement","translated_title":"","metadata":{"doi":"10.1016/j.compedu.2015.07.002","volume":"87","abstract":"Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.","page_numbers":"204-217","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Computers \u0026 Education"},"translated_abstract":"Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.","internal_url":"https://www.academia.edu/17675641/Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement","translated_internal_url":"","created_at":"2015-11-03T14:18:00.446-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8622582,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":8622583,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":4194304,"name":"Dragan Gasevic","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":8622584,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1941897,"email":"t***n@sfu.ca","display_order":6291456,"name":"Thomas M. Loughin","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":8622585,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7340032,"name":"Marek Hatala","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":27644107,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":7864320,"name":"Dragan Gašević","title":"Learning at distance: Effects of interaction traces on academic achievement"}],"downloadable_attachments":[{"id":39651374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39651374/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39651374/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_at_distance_Effects_of_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39651374/Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint-libre.pdf?1446590254=\u0026response-content-disposition=attachment%3B+filename%3DLearning_at_distance_Effects_of_interact.pdf\u0026Expires=1732387142\u0026Signature=HvJMptQJR7lfX4p-3QpBphpmno6L~CMt0ZSrLMGpU0wgVZ5OxKFyepw63durdmpJkww6YNaxjM11tYj~u~z13zfdyZZTFYsEmOHb0iH~b-cKFGYRzRwbGvvjzyK~w1SHOCFHfkFVsZ-WWgVcwozVhjANzQV8p6zGYQGnOraR9oFUXb7R3nftFthSTfcKU2~bHEksWzX22cnnaZKuQtHOY4Ulh-zEQC9XohaQGzjc-CT797i8X5yEjFHTewOl0cV8Q-BBKO1wMD~uQI7eynkCJ5GEiIdm-N1jjA8SgHRBeVKjKHa9BNbe~9~NaaSbCHmoLc01zbeaLqXVTURrgcDrYQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement","translated_slug":"","page_count":33,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39651374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39651374/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39651374/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_at_distance_Effects_of_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39651374/Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint-libre.pdf?1446590254=\u0026response-content-disposition=attachment%3B+filename%3DLearning_at_distance_Effects_of_interact.pdf\u0026Expires=1732387142\u0026Signature=HvJMptQJR7lfX4p-3QpBphpmno6L~CMt0ZSrLMGpU0wgVZ5OxKFyepw63durdmpJkww6YNaxjM11tYj~u~z13zfdyZZTFYsEmOHb0iH~b-cKFGYRzRwbGvvjzyK~w1SHOCFHfkFVsZ-WWgVcwozVhjANzQV8p6zGYQGnOraR9oFUXb7R3nftFthSTfcKU2~bHEksWzX22cnnaZKuQtHOY4Ulh-zEQC9XohaQGzjc-CT797i8X5yEjFHTewOl0cV8Q-BBKO1wMD~uQI7eynkCJ5GEiIdm-N1jjA8SgHRBeVKjKHa9BNbe~9~NaaSbCHmoLc01zbeaLqXVTURrgcDrYQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":29011,"name":"Student learning outcomes","url":"https://www.academia.edu/Documents/in/Student_learning_outcomes"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":7956913,"url":"http://dx.doi.org/10.1016/j.compedu.2015.07.002"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17679787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17679787/Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance"><img alt="Research paper thumbnail of Social presence in online discussions as a process predictor of academic performance" class="work-thumbnail" src="https://attachments.academia-assets.com/39654100/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17679787/Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance">Social presence in online discussions as a process predictor of academic performance</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://sfu.academia.edu/BernhardRiecke">Bernhard Riecke</a></span></div><div class="wp-workCard_item"><span>Journal of Computer Assisted Learning</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">With the steady development of online education and online learning environments, possibilities t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="acc29d774c45b88e30882ca2f2ad3aaf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39654100,"asset_id":17679787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39654100/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17679787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17679787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17679787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17679787]").text(description); $(".js-view-count[data-work-id=17679787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17679787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17679787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17679787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "acc29d774c45b88e30882ca2f2ad3aaf" } } $('.js-work-strip[data-work-id=17679787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17679787,"title":"Social presence in online discussions as a process predictor of academic performance","translated_title":"","metadata":{"doi":"10.1111/jcal.12107","issue":"6","volume":"31","abstract":"With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.","page_numbers":"638-654","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Journal of Computer Assisted Learning"},"translated_abstract":"With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.","internal_url":"https://www.academia.edu/17679787/Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance","translated_internal_url":"","created_at":"2015-11-03T17:13:29.250-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8629018,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":8629019,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":4194304,"name":"Dragan Gasevic","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":8629020,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":280844,"co_author_invite_id":null,"email":"b***1@sfu.ca","affiliation":"Simon Fraser University","display_order":6291456,"name":"Bernhard Riecke","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":8629021,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7340032,"name":"Marek Hatala","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":27644108,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":7864320,"name":"Dragan Gašević","title":"Social presence in online discussions as a process predictor of academic performance"}],"downloadable_attachments":[{"id":39654100,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654100/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654100/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Social_presence_in_online_discussions_as.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654100/Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint-libre.pdf?1446599711=\u0026response-content-disposition=attachment%3B+filename%3DSocial_presence_in_online_discussions_as.pdf\u0026Expires=1732212707\u0026Signature=WzqhBxttahXLiUQ-S~idD77rLUHGAPVDTNBn-dfJ3iJQ3VWZ2a6m3Murz-1VSEjO43E1xluxQCdwQhHCK4uHsl-wwltojezs8hVUo-5ZL1q7biE4HfQHgzy8VShwXL4JPc3hD3Wt8QDe~MQuNZAVK~wm6idbaWHhOX9lBEGBmw4efjECE0sLc3KMUU8VXyIK8NsQlfic1qzDqnPZlm1FyyHnU8AxW6eQc76cBox6TqI1aKH-fbw-r5GpC~v3nDjoZbsdafq5lakByxL6oRu~XGvQ6mXGoRRoaGfuXglwG26scW8av4vFZF7nSXq-ocy00Yql9QpZ8YEUaGb-wcRLZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance","translated_slug":"","page_count":37,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39654100,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654100/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654100/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Social_presence_in_online_discussions_as.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654100/Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint-libre.pdf?1446599711=\u0026response-content-disposition=attachment%3B+filename%3DSocial_presence_in_online_discussions_as.pdf\u0026Expires=1732212707\u0026Signature=WzqhBxttahXLiUQ-S~idD77rLUHGAPVDTNBn-dfJ3iJQ3VWZ2a6m3Murz-1VSEjO43E1xluxQCdwQhHCK4uHsl-wwltojezs8hVUo-5ZL1q7biE4HfQHgzy8VShwXL4JPc3hD3Wt8QDe~MQuNZAVK~wm6idbaWHhOX9lBEGBmw4efjECE0sLc3KMUU8VXyIK8NsQlfic1qzDqnPZlm1FyyHnU8AxW6eQc76cBox6TqI1aKH-fbw-r5GpC~v3nDjoZbsdafq5lakByxL6oRu~XGvQ6mXGoRRoaGfuXglwG26scW8av4vFZF7nSXq-ocy00Yql9QpZ8YEUaGb-wcRLZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis"},{"id":17909,"name":"Social Presence","url":"https://www.academia.edu/Documents/in/Social_Presence"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":106551,"name":"Content Anaysis of Online Discussion Forums","url":"https://www.academia.edu/Documents/in/Content_Anaysis_of_Online_Discussion_Forums"},{"id":216229,"name":"Teaching Presence","url":"https://www.academia.edu/Documents/in/Teaching_Presence"}],"urls":[{"id":7956906,"url":"http://dx.doi.org/10.1111/jcal.12107"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17680140"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17680140/Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions"><img alt="Research paper thumbnail of Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions" class="work-thumbnail" src="https://attachments.academia-assets.com/39654437/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17680140/Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions">Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://wsu.academia.edu/OlusolaAdesope">Olusola Adesope</a></span></div><div class="wp-workCard_item"><span>The Internet and Higher Education</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes a study that looked at the effects of different technology-use profiles on e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="200445d0c60d79e443b2ffbf1ba923c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39654437,"asset_id":17680140,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39654437/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17680140"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17680140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17680140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17680140]").text(description); $(".js-view-count[data-work-id=17680140]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17680140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17680140']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17680140, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "200445d0c60d79e443b2ffbf1ba923c1" } } $('.js-work-strip[data-work-id=17680140]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17680140,"title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions","translated_title":"","metadata":{"doi":"10.1016/j.iheduc.2015.06.002","volume":"27","abstract":"This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.","event_date":{"day":null,"month":null,"year":2015,"errors":{}},"page_numbers":"74-89","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"The Internet and Higher Education"},"translated_abstract":"This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.","internal_url":"https://www.academia.edu/17680140/Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions","translated_internal_url":"","created_at":"2015-11-03T17:30:52.233-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8629291,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":0,"name":"Dragan Gasevic","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":8629292,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":8629293,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":6291456,"name":"Marek Hatala","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":8629294,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":298471,"co_author_invite_id":null,"email":"o***e@wsu.edu","affiliation":"Washington State University","display_order":7340032,"name":"Olusola Adesope","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":27644109,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":7864320,"name":"Dragan Gašević","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"}],"downloadable_attachments":[{"id":39654437,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654437/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654437/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Analytics_of_communities_of_inquiry_Effe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654437/Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint-libre.pdf?1446602075=\u0026response-content-disposition=attachment%3B+filename%3DAnalytics_of_communities_of_inquiry_Effe.pdf\u0026Expires=1732387142\u0026Signature=AoqhQkOyQTy1Psr1c7~jbjt6uUIDu4E~knQ~EwJrqX7TNr4qswjWkKAZcwHKyZGhy6DUJ0WoPHWX0ZRgBOCbsv3UCCDeHS0mFq4l0iI2ZspSL6uElwfOQzDTvwd~9ybSQn7ihgE9hTLV8a4xV~aYVZAxKlVDlxxIj1XCAmQmw1TadxWXJMZ86C6ry29Yr4f6W1IIuC7-Btves3Onf130BHP0eY9nO~Xnbz6cX0gg3keVAIAnqFfwvNY2Ec1F-aYCoVX7n5SfXimsd7Z3~6wjqg3RbtVbkiyMYZL2bZmWQdiqTNhQQco04ij9RiQJ6dkzn7-OAZwS8LzUAmM8t6B8Gg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions","translated_slug":"","page_count":21,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39654437,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654437/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654437/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Analytics_of_communities_of_inquiry_Effe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654437/Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint-libre.pdf?1446602075=\u0026response-content-disposition=attachment%3B+filename%3DAnalytics_of_communities_of_inquiry_Effe.pdf\u0026Expires=1732387142\u0026Signature=AoqhQkOyQTy1Psr1c7~jbjt6uUIDu4E~knQ~EwJrqX7TNr4qswjWkKAZcwHKyZGhy6DUJ0WoPHWX0ZRgBOCbsv3UCCDeHS0mFq4l0iI2ZspSL6uElwfOQzDTvwd~9ybSQn7ihgE9hTLV8a4xV~aYVZAxKlVDlxxIj1XCAmQmw1TadxWXJMZ86C6ry29Yr4f6W1IIuC7-Btves3Onf130BHP0eY9nO~Xnbz6cX0gg3keVAIAnqFfwvNY2Ec1F-aYCoVX7n5SfXimsd7Z3~6wjqg3RbtVbkiyMYZL2bZmWQdiqTNhQQco04ij9RiQJ6dkzn7-OAZwS8LzUAmM8t6B8Gg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"},{"id":1037632,"name":"Profiling Open Distance Learners","url":"https://www.academia.edu/Documents/in/Profiling_Open_Distance_Learners"},{"id":1461383,"name":"The Community of Inquiry Framework","url":"https://www.academia.edu/Documents/in/The_Community_of_Inquiry_Framework"}],"urls":[{"id":7956896,"url":"http://dx.doi.org/10.1016/j.iheduc.2015.06.002"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718893"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718893/An_empirical_evaluation_of_ontology_based_semantic_annotators"><img alt="Research paper thumbnail of An empirical evaluation of ontology-based semantic annotators" class="work-thumbnail" src="https://attachments.academia-assets.com/40853013/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718893/An_empirical_evaluation_of_ontology_based_semantic_annotators">An empirical evaluation of ontology-based semantic annotators</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the seventh international conference on Knowledge capture - K-CAP '13</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semanti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semantic annotation of data/resources. Semantic annotation enriches unstructured and/or semistructured content with a context that is further linked to the structured domain-specific knowledge. In particular, ontologybased semantic annotators enable the selection of a specific ontology to annotate content. This paper presents results of an empirical study of recent ontology-based annotators, namely Stanbol, KIM, and SDArch. Specifically, we evaluated the robustness of these annotators with respect to specific features of ontology concepts such as the length of concepts? labels and their linguistic categories (e.g., prepositions and conjunctions). Our results show that although significantly correlated according to most of the conducted evaluations, tools still exhibit their unique features that could be a topic of new research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da146c1a3e90b58db2bb6228f19036df" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40853013,"asset_id":19718893,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40853013/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718893"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718893"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718893; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718893]").text(description); $(".js-view-count[data-work-id=19718893]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718893; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718893']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718893, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da146c1a3e90b58db2bb6228f19036df" } } $('.js-work-strip[data-work-id=19718893]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718893,"title":"An empirical evaluation of ontology-based semantic annotators","translated_title":"","metadata":{"abstract":"ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semantic annotation of data/resources. Semantic annotation enriches unstructured and/or semistructured content with a context that is further linked to the structured domain-specific knowledge. In particular, ontologybased semantic annotators enable the selection of a specific ontology to annotate content. This paper presents results of an empirical study of recent ontology-based annotators, namely Stanbol, KIM, and SDArch. Specifically, we evaluated the robustness of these annotators with respect to specific features of ontology concepts such as the length of concepts? labels and their linguistic categories (e.g., prepositions and conjunctions). Our results show that although significantly correlated according to most of the conducted evaluations, tools still exhibit their unique features that could be a topic of new research.","publication_date":{"day":null,"month":null,"year":2013,"errors":{}},"publication_name":"Proceedings of the seventh international conference on Knowledge capture - K-CAP '13"},"translated_abstract":"ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semantic annotation of data/resources. Semantic annotation enriches unstructured and/or semistructured content with a context that is further linked to the structured domain-specific knowledge. In particular, ontologybased semantic annotators enable the selection of a specific ontology to annotate content. This paper presents results of an empirical study of recent ontology-based annotators, namely Stanbol, KIM, and SDArch. Specifically, we evaluated the robustness of these annotators with respect to specific features of ontology concepts such as the length of concepts? labels and their linguistic categories (e.g., prepositions and conjunctions). Our results show that although significantly correlated according to most of the conducted evaluations, tools still exhibit their unique features that could be a topic of new research.","internal_url":"https://www.academia.edu/19718893/An_empirical_evaluation_of_ontology_based_semantic_annotators","translated_internal_url":"","created_at":"2015-12-17T23:54:46.763-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":12133352,"work_id":19718893,"tagging_user_id":4802399,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":0,"name":"Dragan Gasevic","title":"An empirical evaluation of ontology-based semantic annotators"}],"downloadable_attachments":[{"id":40853013,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40853013/thumbnails/1.jpg","file_name":"An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper.pdf","download_url":"https://www.academia.edu/attachments/40853013/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_empirical_evaluation_of_ontology_base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40853013/An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper-libre.pdf?1450880480=\u0026response-content-disposition=attachment%3B+filename%3DAn_empirical_evaluation_of_ontology_base.pdf\u0026Expires=1732391915\u0026Signature=S5hrjuZYHdhw1Re8Ov8RHmUI~-mpG7RoX5mQhmhQgWzMS3q23nVnr8QyjsHIYSEfKz-jsgswXDa9xRVfzyZEUf0j2ftNMAxeEsBW9v4Oaa60c06VrKwbPh2zwYctfF2QfXez34Qklgqq40yYASpH2MdzyDF~nbggtBtjEhpYK7ZDVr3ovCgVeYFcaU-FOkgrFEnDZWXEaSZw7r4d-aN~6Eu4IavTocuoRdk8m0c-yBvNESzXyaqGV2YsGWPaU2augg4A4OA6e9ztskLwqOg~cfsgqSzYHrzBgx0UEPQBvp~uHpOkPqP5QaTCL8UmqMqIn0h~nPGpez-cinb1rgMyUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_empirical_evaluation_of_ontology_based_semantic_annotators","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":40853013,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40853013/thumbnails/1.jpg","file_name":"An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper.pdf","download_url":"https://www.academia.edu/attachments/40853013/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_empirical_evaluation_of_ontology_base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40853013/An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper-libre.pdf?1450880480=\u0026response-content-disposition=attachment%3B+filename%3DAn_empirical_evaluation_of_ontology_base.pdf\u0026Expires=1732391915\u0026Signature=S5hrjuZYHdhw1Re8Ov8RHmUI~-mpG7RoX5mQhmhQgWzMS3q23nVnr8QyjsHIYSEfKz-jsgswXDa9xRVfzyZEUf0j2ftNMAxeEsBW9v4Oaa60c06VrKwbPh2zwYctfF2QfXez34Qklgqq40yYASpH2MdzyDF~nbggtBtjEhpYK7ZDVr3ovCgVeYFcaU-FOkgrFEnDZWXEaSZw7r4d-aN~6Eu4IavTocuoRdk8m0c-yBvNESzXyaqGV2YsGWPaU2augg4A4OA6e9ztskLwqOg~cfsgqSzYHrzBgx0UEPQBvp~uHpOkPqP5QaTCL8UmqMqIn0h~nPGpez-cinb1rgMyUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17767983"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17767983/Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC"><img alt="Research paper thumbnail of Roles of course facilitators, learners, and technology in the flow of information of a cMOOC" class="work-thumbnail" src="https://attachments.academia-assets.com/39698728/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17767983/Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC">Roles of course facilitators, learners, and technology in the flow of information of a cMOOC</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>The International Review of Research in Open and Distributed Learning</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="26e3b46490f4260c8fd6a1286ac0442c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39698728,"asset_id":17767983,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39698728/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17767983"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17767983"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17767983; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17767983]").text(description); $(".js-view-count[data-work-id=17767983]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17767983; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17767983']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17767983, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "26e3b46490f4260c8fd6a1286ac0442c" } } $('.js-work-strip[data-work-id=17767983]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17767983,"title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC","translated_title":"","metadata":{"doi":"10.19173/irrodl.v16i3.2170","issue":"3","volume":"16","abstract":"Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.","page_numbers":"188-217","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"The International Review of Research in Open and Distributed Learning"},"translated_abstract":"Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.","internal_url":"https://www.academia.edu/17767983/Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC","translated_internal_url":"","created_at":"2015-11-04T16:32:36.798-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8762637,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976064,"email":"s***o@icloud.com","display_order":0,"name":"Oleksandra Skrypnyk","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"},{"id":8762638,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"},{"id":8762639,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":6291456,"name":"Dragan Gasevic","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"},{"id":8762640,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":11092817,"co_author_invite_id":null,"email":"s***r@gmail.com","display_order":7340032,"name":"Shane Dawson","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"}],"downloadable_attachments":[{"id":39698728,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698728/thumbnails/1.jpg","file_name":"Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC.pdf","download_url":"https://www.academia.edu/attachments/39698728/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Roles_of_course_facilitators_learners_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698728/Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC-libre.pdf?1446683667=\u0026response-content-disposition=attachment%3B+filename%3DRoles_of_course_facilitators_learners_an.pdf\u0026Expires=1732387142\u0026Signature=cfANVMlyXImr9NjH-Fz1xGm13vX~LLl-yUtM-LLNfcVPiWeO41wNtNDePuImi0WZpwsmYnN0C6E2voaRT-9UHw-C1M6cpf~8V6-9jQd8nq1~OfQ8M8G9Z1-bPr3kr9LG4sablB~0xsNBNj8MZ8rE~DRDwXH70U5rNgO3Fn2vzL9~fnFwhSsLPZ97xtfwn8QrfUuiAZ~oYR-L5WFcsmDuLZEZSO5qlVKjGKgpmDN3rDq6Hj4HWS-OfVynh4Z89oreklVys1MuiKduO20X912yG7weFEKzmXEi4HX5IzVH~H0pgQM2BtK1KVyRxcIKAbPA8Yn0CMAG~LMXAFY-gYY6Fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC","translated_slug":"","page_count":30,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39698728,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698728/thumbnails/1.jpg","file_name":"Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC.pdf","download_url":"https://www.academia.edu/attachments/39698728/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Roles_of_course_facilitators_learners_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698728/Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC-libre.pdf?1446683667=\u0026response-content-disposition=attachment%3B+filename%3DRoles_of_course_facilitators_learners_an.pdf\u0026Expires=1732387142\u0026Signature=cfANVMlyXImr9NjH-Fz1xGm13vX~LLl-yUtM-LLNfcVPiWeO41wNtNDePuImi0WZpwsmYnN0C6E2voaRT-9UHw-C1M6cpf~8V6-9jQd8nq1~OfQ8M8G9Z1-bPr3kr9LG4sablB~0xsNBNj8MZ8rE~DRDwXH70U5rNgO3Fn2vzL9~fnFwhSsLPZ97xtfwn8QrfUuiAZ~oYR-L5WFcsmDuLZEZSO5qlVKjGKgpmDN3rDq6Hj4HWS-OfVynh4Z89oreklVys1MuiKduO20X912yG7weFEKzmXEi4HX5IzVH~H0pgQM2BtK1KVyRxcIKAbPA8Yn0CMAG~LMXAFY-gYY6Fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":452263,"name":"MOOC","url":"https://www.academia.edu/Documents/in/MOOC"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[{"id":6008735,"url":"http://www.irrodl.org/index.php/irrodl/article/view/2170"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718892"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718892/Learning_Analytics_for_Networked_Learning_Models"><img alt="Research paper thumbnail of Learning Analytics for Networked Learning Models" class="work-thumbnail" src="https://attachments.academia-assets.com/42043869/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718892/Learning_Analytics_for_Networked_Learning_Models">Learning Analytics for Networked Learning Models</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7200f6368f75678953175a314941960" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043869,"asset_id":19718892,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043869/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718892"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718892"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718892; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718892]").text(description); $(".js-view-count[data-work-id=19718892]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718892; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718892']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718892, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7200f6368f75678953175a314941960" } } $('.js-work-strip[data-work-id=19718892]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718892,"title":"Learning Analytics for Networked Learning Models","translated_title":"","metadata":{"grobid_abstract":"Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and humaninformation interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to analyze their effects. Therefore, the main goal of this research is the development of a theoretical model of networked learning that allows for a comprehensive and scalable analysis of how and why learners engage in collaboration in networked communities. The proposed research method, anticipated research outcomes, and contributions to the learning analytics field are discussed.","grobid_abstract_attachment_id":42043869},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718892/Learning_Analytics_for_Networked_Learning_Models","translated_internal_url":"","created_at":"2015-12-17T23:54:46.526-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":42043869,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043869/thumbnails/1.jpg","file_name":"Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k.pdf","download_url":"https://www.academia.edu/attachments/42043869/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043869/Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393531\u0026Signature=Duyurqpb-bahHTcKAWrEkoDm3NRpq~cHwsP2BAooT4TfKHPYlGODx2Fl0~kmE3zUoJvhggO81qYSCV-9j~IbD92KbXx3jhQ2BqR6LSYZTkG~75MsqD24mSDBYzZ1g97rKw6pkX~KN6XE~6Etp3wXiA2bxgoieL-s6Ywhw6VVaAuSJDKHY-fxlVaj~K-RyqH5jRKcETXvblfppgLKXFSMuGjUwwP0j9568HLy~AKpJVCXIzJxPzwlkRv-sUVR1GezWs4LJrSfCIuOLbK7MQriOGkNyWZ4paGK1K9LE5x-pcpgSrtX140MTi3oi2h5kTsovJY435IDE3aNV8VoWWUfpQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_Analytics_for_Networked_Learning_Models","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043869,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043869/thumbnails/1.jpg","file_name":"Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k.pdf","download_url":"https://www.academia.edu/attachments/42043869/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043869/Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393531\u0026Signature=Duyurqpb-bahHTcKAWrEkoDm3NRpq~cHwsP2BAooT4TfKHPYlGODx2Fl0~kmE3zUoJvhggO81qYSCV-9j~IbD92KbXx3jhQ2BqR6LSYZTkG~75MsqD24mSDBYzZ1g97rKw6pkX~KN6XE~6Etp3wXiA2bxgoieL-s6Ywhw6VVaAuSJDKHY-fxlVaj~K-RyqH5jRKcETXvblfppgLKXFSMuGjUwwP0j9568HLy~AKpJVCXIzJxPzwlkRv-sUVR1GezWs4LJrSfCIuOLbK7MQriOGkNyWZ4paGK1K9LE5x-pcpgSrtX140MTi3oi2h5kTsovJY435IDE3aNV8VoWWUfpQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":6389914,"url":"https://www.researchgate.net/profile/Srecko_Joksimovic/publication/272092502_Learning_Analytics_for_Networked_Learning_Models/links/54dab9430cf233119bc3c798.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718891"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718891/What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry"><img alt="Research paper thumbnail of What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry" class="work-thumbnail" src="https://attachments.academia-assets.com/42043868/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718891/What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry">What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5723fd5db68df627932fb98bde30e0a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043868,"asset_id":19718891,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043868/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718891"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718891"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718891; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718891]").text(description); $(".js-view-count[data-work-id=19718891]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718891; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718891']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718891, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5723fd5db68df627932fb98bde30e0a7" } } $('.js-work-strip[data-work-id=19718891]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718891,"title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry","translated_title":"","metadata":{"grobid_abstract":"It is widely accepted that the social capital of students -developed through their participation in learning communities -has a significant impact on many aspects of the students' learning outcomes, such as academic performance, persistence, retention, program satisfaction and sense of community. However, the underlying social processes that contribute to the development of social capital are not well understood. By using the well-known Community of Inquiry (CoI) model of distance and online education, we looked into the nature of the underlying social processes, and how they relate to the development of the students' social capital. The results of our study indicate that the affective, cohesive and interactive facets of social presence significantly predict the network centrality measures commonly used for measurement of social capital.","grobid_abstract_attachment_id":42043868},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718891/What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry","translated_internal_url":"","created_at":"2015-12-17T23:54:46.448-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29350350,"work_id":19718891,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":86980,"email":"d***c@sfu.ca","display_order":0,"name":"Dragan Gasevic","title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry"},{"id":29350353,"work_id":19718891,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":1638382,"email":"m***a@open.ac.uk","display_order":4194304,"name":"Marek Hatala","title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry"},{"id":29350354,"work_id":19718891,"tagging_user_id":4802399,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":6291456,"name":"Vitomir Kovanovic","title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry"}],"downloadable_attachments":[{"id":42043868,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043868/thumbnails/1.jpg","file_name":"What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw.pdf","download_url":"https://www.academia.edu/attachments/42043868/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_is_the_Source_of_Social_Capital_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043868/What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DWhat_is_the_Source_of_Social_Capital_The.pdf\u0026Expires=1732393531\u0026Signature=Zj74zTEhI9hAj2EQiBk1-m3kllJC7p7OD1AMwseP0YwCHCs46Tj-5zI2QsJMmT7joZQrnnl6PH6j8rg6MZIuQjJiUM5C6NeBoCgjpCIIDjihokrj3f3CAQYE2ujz1BHIlpUikUD8yu8ZZg6YXF68kMqOkIQaxTlM9BqdDpMwb5jn3SfMbKds5JkZfd3tyJZr~wWfCzz1CSLVWCHHRpNx-Q09uB8Er2EcraIAhJ4u8x76reRNnCLz1EINNv7aNGg0fMdQKXbHVQF9aL8ZbC-TeXonWCsbgPy5izeXadGwfWsJ9fXcR-oyN8KX9oh7N5Z6WaIBjNwxjkEGFSY9hlynkA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043868,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043868/thumbnails/1.jpg","file_name":"What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw.pdf","download_url":"https://www.academia.edu/attachments/42043868/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_is_the_Source_of_Social_Capital_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043868/What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DWhat_is_the_Source_of_Social_Capital_The.pdf\u0026Expires=1732393531\u0026Signature=Zj74zTEhI9hAj2EQiBk1-m3kllJC7p7OD1AMwseP0YwCHCs46Tj-5zI2QsJMmT7joZQrnnl6PH6j8rg6MZIuQjJiUM5C6NeBoCgjpCIIDjihokrj3f3CAQYE2ujz1BHIlpUikUD8yu8ZZg6YXF68kMqOkIQaxTlM9BqdDpMwb5jn3SfMbKds5JkZfd3tyJZr~wWfCzz1CSLVWCHHRpNx-Q09uB8Er2EcraIAhJ4u8x76reRNnCLz1EINNv7aNGg0fMdQKXbHVQF9aL8ZbC-TeXonWCsbgPy5izeXadGwfWsJ9fXcR-oyN8KX9oh7N5Z6WaIBjNwxjkEGFSY9hlynkA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":17909,"name":"Social Presence","url":"https://www.academia.edu/Documents/in/Social_Presence"},{"id":29756,"name":"Social Network Analysis (Social Sciences)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_Social_Sciences_"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"}],"urls":[{"id":6389913,"url":"https://www.researchgate.net/profile/Vitomir_Kovanovic/publication/263852006_What_is_the_Source_of_Social_Capital_The_Association_Between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry/links/00b4953c1da1c3c457000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718890"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718890/Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions"><img alt="Research paper thumbnail of Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions" class="work-thumbnail" src="https://attachments.academia-assets.com/42043870/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718890/Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions">Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c3a1f3813b0491358908b4db0f86928d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043870,"asset_id":19718890,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043870/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718890"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718890"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718890; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718890]").text(description); $(".js-view-count[data-work-id=19718890]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718890; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718890']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718890, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c3a1f3813b0491358908b4db0f86928d" } } $('.js-work-strip[data-work-id=19718890]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718890,"title":"Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions","translated_title":"","metadata":{"grobid_abstract":"Benefits of social interaction for learning have widely been recognized in educational research and practice. The existing body of research knowledge in computer supported collaborative learning (CSCL) offers numerous practical approaches that can enhance educational experience in online group activities. The Community of Inquiry (CoI) model is one of the best-researched frameworks that comprehensively explains different dimensions of online learning in communities of inquiry. However, individual differences, well-established in educational psychology to affect learning (e.g., emotions, motivation and working memory capacity), have received much less attention in the CSCL and CoI research published to date. This paper reports on the findings of a study that investigated linguistic features of online discussion transcripts coded by the four levels of cognitive presence -a CoI dimension that explains the extent to which a community can construct meaning from the initial practical inquiry to the eventual problem resolution. The automated linguistic analysis, conducted by using the Linguistic Inquiry and Word Count (LIWC) framework, revealed that certain word categories -reported previously in the literature as accurate indicators of specific psychological characteristics -had distinct distributions for each level of cognitive presence of the CoI framework. The most significant finding of the study is that linguistic proxies of increased cognitive load have unique representation patterns across the four levels of cognitive presence. Consequently, this study legitimizes more research on individual differences in general and on cognitive load theory in particular in communities of inquiry. The paper also discusses implications for educational research, practice, and technology.","grobid_abstract_attachment_id":42043870},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718890/Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions","translated_internal_url":"","created_at":"2015-12-17T23:54:46.340-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":42043870,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043870/thumbnails/1.jpg","file_name":"Psychological_characteristics_in_cogniti20160204-7902-14gwngs.pdf","download_url":"https://www.academia.edu/attachments/42043870/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychological_characteristics_in_cogniti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043870/Psychological_characteristics_in_cogniti20160204-7902-14gwngs-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DPsychological_characteristics_in_cogniti.pdf\u0026Expires=1732393531\u0026Signature=X0qlKr8mJhA2qQc7Us1SZFtvDswvqJS8cZ8INI50h3FyJ0rdbzqIFsN2KSB4gGqCaBlzjtB-7mx9V1KxtgZPhKxtktvMphejqxY7L8rBIj78XKwt044mjF2eHrG1zrKSPpJk25V4w013QnFCu0rwcZtQ21VoIZK5Sod3Y~hojq3bH9TEacWacsmmznr4erh-Y2dhu-tav67u5WQSvDzVdgwoZvoCUvZaUCNOODuBmsernGtfEzyWEKsxO5UOIonXukxJYEFoi-UiTBeIYvInjZImY3tPpykqlvCPffZ890GSA-J2IANsxuxa02gKC1oI-yvXMyw60mV1b7BB034vsg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043870,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043870/thumbnails/1.jpg","file_name":"Psychological_characteristics_in_cogniti20160204-7902-14gwngs.pdf","download_url":"https://www.academia.edu/attachments/42043870/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychological_characteristics_in_cogniti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043870/Psychological_characteristics_in_cogniti20160204-7902-14gwngs-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DPsychological_characteristics_in_cogniti.pdf\u0026Expires=1732393531\u0026Signature=X0qlKr8mJhA2qQc7Us1SZFtvDswvqJS8cZ8INI50h3FyJ0rdbzqIFsN2KSB4gGqCaBlzjtB-7mx9V1KxtgZPhKxtktvMphejqxY7L8rBIj78XKwt044mjF2eHrG1zrKSPpJk25V4w013QnFCu0rwcZtQ21VoIZK5Sod3Y~hojq3bH9TEacWacsmmznr4erh-Y2dhu-tav67u5WQSvDzVdgwoZvoCUvZaUCNOODuBmsernGtfEzyWEKsxO5UOIonXukxJYEFoi-UiTBeIYvInjZImY3tPpykqlvCPffZ890GSA-J2IANsxuxa02gKC1oI-yvXMyw60mV1b7BB034vsg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":6389915,"url":"https://www.researchgate.net/profile/Srecko_Joksimovic/publication/260995917_Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions/links/5492fa700cf2213b86cbb644.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718889"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718889/Automated_cognitive_presence_detection_in_online_discussion_transcripts"><img alt="Research paper thumbnail of Automated cognitive presence detection in online discussion transcripts" class="work-thumbnail" src="https://attachments.academia-assets.com/42043871/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718889/Automated_cognitive_presence_detection_in_online_discussion_transcripts">Automated cognitive presence detection in online discussion transcripts</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3046e982d459386d03cc5eabd4a3b068" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043871,"asset_id":19718889,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043871/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718889"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718889"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718889; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718889]").text(description); $(".js-view-count[data-work-id=19718889]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718889; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718889']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718889, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3046e982d459386d03cc5eabd4a3b068" } } $('.js-work-strip[data-work-id=19718889]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718889,"title":"Automated cognitive presence detection in online discussion transcripts","translated_title":"","metadata":{"grobid_abstract":"In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen's Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.","grobid_abstract_attachment_id":42043871},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718889/Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_internal_url":"","created_at":"2015-12-17T23:54:46.256-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29350351,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":2141470,"email":"g***c@yahoo.com","display_order":0,"name":"Dragan Gašević","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":29350355,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":86980,"email":"d***c@sfu.ca","display_order":4194304,"name":"Dragan Gasevic","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":29350369,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":1638382,"email":"m***a@open.ac.uk","display_order":6291456,"name":"Marek Hatala","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":29350370,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":7340032,"name":"Vitomir Kovanovic","title":"Automated cognitive presence detection in online discussion transcripts"}],"downloadable_attachments":[{"id":42043871,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043871/thumbnails/1.jpg","file_name":"Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5.pdf","download_url":"https://www.academia.edu/attachments/42043871/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043871/Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5-libre.pdf?1454593968=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732393531\u0026Signature=XKiWQWMDEraKQ0EAOzQ02kvbApxHUxWLxbdBlxzRMDYXsAojINjM-uqe0ssgSlzRzHzoVq3ZPQn9s2Llz9WQkXZDYbSBneDR8R3643MZiu7xP7bOS95Zek-0RvV~ShG67cdw08pBsobdVEsTH0xGuqiHHMbFd3lFdJ3iEAH1uBptJ7kzSAMvQSIIq25bhEWGALGH-RhrjaZL-KUdnZSQJoYEGDf2HZZZk20G9qvfs~n1SvPRcvsez2305prSJP4CTZ3DSAJXqjLwkRyOsbwFJLJ66hxdzs-H6EVu~hZZsVeavsEOfuT6sRmdDQRwnRUtBfVpOK6bnpAN7AEDZH2nxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043871,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043871/thumbnails/1.jpg","file_name":"Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5.pdf","download_url":"https://www.academia.edu/attachments/42043871/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043871/Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5-libre.pdf?1454593968=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732393531\u0026Signature=XKiWQWMDEraKQ0EAOzQ02kvbApxHUxWLxbdBlxzRMDYXsAojINjM-uqe0ssgSlzRzHzoVq3ZPQn9s2Llz9WQkXZDYbSBneDR8R3643MZiu7xP7bOS95Zek-0RvV~ShG67cdw08pBsobdVEsTH0xGuqiHHMbFd3lFdJ3iEAH1uBptJ7kzSAMvQSIIq25bhEWGALGH-RhrjaZL-KUdnZSQJoYEGDf2HZZZk20G9qvfs~n1SvPRcvsez2305prSJP4CTZ3DSAJXqjLwkRyOsbwFJLJ66hxdzs-H6EVu~hZZsVeavsEOfuT6sRmdDQRwnRUtBfVpOK6bnpAN7AEDZH2nxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning"},{"id":3268,"name":"Computational Linguistics","url":"https://www.academia.edu/Documents/in/Computational_Linguistics"},{"id":5639,"name":"Text Mining","url":"https://www.academia.edu/Documents/in/Text_Mining"},{"id":51829,"name":"Text Classification","url":"https://www.academia.edu/Documents/in/Text_Classification"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":193254,"name":"SVM classifier","url":"https://www.academia.edu/Documents/in/SVM_classifier"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"}],"urls":[{"id":6389919,"url":"https://www.researchgate.net/profile/Vitomir_Kovanovic/publication/263852004_Automated_Cognitive_Presence_Detection_in_Online_Discussion_Transcripts/links/0f31753c1d972d3ba5000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718888"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/19718888/Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications"><img alt="Research paper thumbnail of Ontology Learning to Analyze Research Trends in Learning Analytics Publications" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/19718888/Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications">Ontology Learning to Analyze Research Trends in Learning Analytics Publications</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718888"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718888]").text(description); $(".js-view-count[data-work-id=19718888]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718888']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718888, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19718888]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718888,"title":"Ontology Learning to Analyze Research Trends in Learning Analytics Publications","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718888/Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications","translated_internal_url":"","created_at":"2015-12-17T23:54:46.167-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19675385"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19675385/Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative"><img alt="Research paper thumbnail of Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative" class="work-thumbnail" src="https://attachments.academia-assets.com/40777319/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19675385/Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative">Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10c733fcff1b332d930e2656ba53ced2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40777319,"asset_id":19675385,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40777319/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19675385"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19675385"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19675385; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19675385]").text(description); $(".js-view-count[data-work-id=19675385]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19675385; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19675385']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19675385, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10c733fcff1b332d930e2656ba53ced2" } } $('.js-work-strip[data-work-id=19675385]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19675385,"title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative","translated_title":"","metadata":{"grobid_abstract":"This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. The submissions -266 in Phase 1, out of which 78 was recommended for resubmission in the extended form in Phase 2, and finally, 28 funded -were analyzed by applying conventional and automated content analysis methods as well as citation network analysis methods. The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria. The theme of social learning received the greatest interest and had the highest success in attracting funding. The submissions that planned on using learning analytics methods were more successful. The use of mixed methods was by far the most popular. Design-based research methods were also suggested commonly, but the questions about their applicability arose regarding the feasibility to perform multiple iterations in the MOOC context and rather a limited focus on technological support for interventions. The submissions were dominated by the researchers from the field of education (75% of the accepted proposals). Not only was this a possible cause of a complete lack of success of the educational technology innovation theme, but it could be a worrying sign of the fragmentation in the research community and the need to increased efforts towards enhancing interdisciplinarity.","grobid_abstract_attachment_id":40777319},"translated_abstract":null,"internal_url":"https://www.academia.edu/19675385/Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative","translated_internal_url":"","created_at":"2015-12-15T16:10:54.395-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":170672,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":11946268,"work_id":19675385,"tagging_user_id":170672,"tagged_user_id":93894,"co_author_invite_id":null,"email":"g***s@elearnspace.org","affiliation":"Athabasca University","display_order":0,"name":"George Siemens","title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative"},{"id":11946269,"work_id":19675385,"tagging_user_id":170672,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":4194304,"name":"Vitomir Kovanovic","title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative"},{"id":11946270,"work_id":19675385,"tagging_user_id":170672,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":6291456,"name":"Srecko Joksimovic","title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative"}],"downloadable_attachments":[{"id":40777319,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777319/thumbnails/1.jpg","file_name":"1954-15545-1-PB.pdf","download_url":"https://www.academia.edu/attachments/40777319/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Where_is_research_on_massive_open_online.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777319/1954-15545-1-PB-libre.pdf?1450224759=\u0026response-content-disposition=attachment%3B+filename%3DWhere_is_research_on_massive_open_online.pdf\u0026Expires=1732391916\u0026Signature=WVB4AHGZBU6ee4Bs0FDdRhQSn~jf9JfxCRh8SRsKdsZ27fyMidEc1LL4oSUCbiUfRuHLREpnt70IH47BqMeGegRD7wuZJ9N5nnYD8qqiKVjVF07OQU0kepY7rR7219~qgzLCOXYz-WekzBGMq9HLCEGZCosCdPEti1j3sSxd78kSxFUf56x2YepKwtDhTgdqi8so7wsidRar5dOjTzHd6ft54F0r-UuHuMkQ2aP1qHJInuMfyqNJ8nJRt2SasvRjQfG~114Ohnq710p7k8jpZRzdSqGOOrqQeXtY9dYhahP~dw8n6xyq9D4xfGntNwQ9qXlCpqARdsaxp7XEfWgd3w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative","translated_slug":"","page_count":43,"language":"en","content_type":"Work","owner":{"id":170672,"first_name":"Dragan","middle_initials":null,"last_name":"Gasevic","page_name":"DraganGasevic","domain_name":"edinburgh","created_at":"2010-04-15T05:10:19.481-07:00","display_name":"Dragan Gasevic","url":"https://edinburgh.academia.edu/DraganGasevic"},"attachments":[{"id":40777319,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777319/thumbnails/1.jpg","file_name":"1954-15545-1-PB.pdf","download_url":"https://www.academia.edu/attachments/40777319/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Where_is_research_on_massive_open_online.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777319/1954-15545-1-PB-libre.pdf?1450224759=\u0026response-content-disposition=attachment%3B+filename%3DWhere_is_research_on_massive_open_online.pdf\u0026Expires=1732391916\u0026Signature=WVB4AHGZBU6ee4Bs0FDdRhQSn~jf9JfxCRh8SRsKdsZ27fyMidEc1LL4oSUCbiUfRuHLREpnt70IH47BqMeGegRD7wuZJ9N5nnYD8qqiKVjVF07OQU0kepY7rR7219~qgzLCOXYz-WekzBGMq9HLCEGZCosCdPEti1j3sSxd78kSxFUf56x2YepKwtDhTgdqi8so7wsidRar5dOjTzHd6ft54F0r-UuHuMkQ2aP1qHJInuMfyqNJ8nJRt2SasvRjQfG~114Ohnq710p7k8jpZRzdSqGOOrqQeXtY9dYhahP~dw8n6xyq9D4xfGntNwQ9qXlCpqARdsaxp7XEfWgd3w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":2553,"name":"Social Networking","url":"https://www.academia.edu/Documents/in/Social_Networking"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19675371"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19675371/Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions"><img alt="Research paper thumbnail of Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions" class="work-thumbnail" src="https://attachments.academia-assets.com/40777299/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19675371/Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions">Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://wsu.academia.edu/OlusolaAdesope">Olusola Adesope</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes a study that looked at the effects of different teaching presence approaches...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student online discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-online course (N = 82) using six offerings of the course. After performing a quantitative content analysis of online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74cc681c4e939f6c836510e45caa417a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40777299,"asset_id":19675371,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40777299/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19675371"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19675371"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19675371; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19675371]").text(description); $(".js-view-count[data-work-id=19675371]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19675371; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19675371']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19675371, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74cc681c4e939f6c836510e45caa417a" } } $('.js-work-strip[data-work-id=19675371]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19675371,"title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions","translated_title":"","metadata":{"abstract":"This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student online discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-online course (N = 82) using six offerings of the course. After performing a quantitative content analysis of online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications."},"translated_abstract":"This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student online discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-online course (N = 82) using six offerings of the course. After performing a quantitative content analysis of online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications.","internal_url":"https://www.academia.edu/19675371/Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions","translated_internal_url":"","created_at":"2015-12-15T16:08:13.881-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":170672,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":11946238,"work_id":19675371,"tagging_user_id":170672,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":0,"name":"Vitomir Kovanovic","title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions"},{"id":11946239,"work_id":19675371,"tagging_user_id":170672,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions"},{"id":11946240,"work_id":19675371,"tagging_user_id":170672,"tagged_user_id":298471,"co_author_invite_id":null,"email":"o***e@wsu.edu","affiliation":"Washington State University","display_order":6291456,"name":"Olusola Adesope","title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions"}],"downloadable_attachments":[{"id":40777299,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777299/thumbnails/1.jpg","file_name":"1-s2.0-S1096751614000700-main.pdf","download_url":"https://www.academia.edu/attachments/40777299/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Externally_facilitated_Regulation_Scaffo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777299/1-s2.0-S1096751614000700-main-libre.pdf?1450224409=\u0026response-content-disposition=attachment%3B+filename%3DExternally_facilitated_Regulation_Scaffo.pdf\u0026Expires=1732345098\u0026Signature=dVm5xPzNfaHUV9LiF4cAPc92Tu1ScquvF6YlJ9718qeE4bDJpkkS13nUKTKVkXW39G5KRDdQvKqIKs7XgyHC1icu13a4H3zsxHbVjHv9gmk90mzdOIlNa1bqms7NxKs~qle~Mv0CragljvW8pTt2iTEqJdzmBGJUJMFGSQuQfaFQuOy2xAHZI90NGAwmtGPDKTqn-ydBUfgPH8erw5Ej~tjLx0Q4WXFaK085NCLsR5utI1d7hb4IpY6qhsFa6OE4TBGHAH31LIXsHVY~yWqoVoiHkiBWRjv~UVhcNJRDwy67-hdr5JFHOs5zUYX53Uv~gURQSiVfrX9NVRyAMLXugA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":170672,"first_name":"Dragan","middle_initials":null,"last_name":"Gasevic","page_name":"DraganGasevic","domain_name":"edinburgh","created_at":"2010-04-15T05:10:19.481-07:00","display_name":"Dragan Gasevic","url":"https://edinburgh.academia.edu/DraganGasevic"},"attachments":[{"id":40777299,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777299/thumbnails/1.jpg","file_name":"1-s2.0-S1096751614000700-main.pdf","download_url":"https://www.academia.edu/attachments/40777299/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Externally_facilitated_Regulation_Scaffo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777299/1-s2.0-S1096751614000700-main-libre.pdf?1450224409=\u0026response-content-disposition=attachment%3B+filename%3DExternally_facilitated_Regulation_Scaffo.pdf\u0026Expires=1732345098\u0026Signature=dVm5xPzNfaHUV9LiF4cAPc92Tu1ScquvF6YlJ9718qeE4bDJpkkS13nUKTKVkXW39G5KRDdQvKqIKs7XgyHC1icu13a4H3zsxHbVjHv9gmk90mzdOIlNa1bqms7NxKs~qle~Mv0CragljvW8pTt2iTEqJdzmBGJUJMFGSQuQfaFQuOy2xAHZI90NGAwmtGPDKTqn-ydBUfgPH8erw5Ej~tjLx0Q4WXFaK085NCLsR5utI1d7hb4IpY6qhsFa6OE4TBGHAH31LIXsHVY~yWqoVoiHkiBWRjv~UVhcNJRDwy67-hdr5JFHOs5zUYX53Uv~gURQSiVfrX9NVRyAMLXugA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":5969,"name":"Computer Supported Collaborative Learning","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning"},{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning"},{"id":9967,"name":"Software Engineering education","url":"https://www.academia.edu/Documents/in/Software_Engineering_education"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Workshop papers" id="Workshop papers"><h3 class="profile--tab_heading_container">Workshop papers by Srecko Joksimovic</h3></div><div class="js-work-strip profile--work_container" data-work-id="31464200"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31464200/Automated_cognitive_presence_detection_in_online_discussion_transcripts"><img alt="Research paper thumbnail of Automated cognitive presence detection in online discussion transcripts" class="work-thumbnail" src="https://attachments.academia-assets.com/51819955/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31464200/Automated_cognitive_presence_detection_in_online_discussion_transcripts">Automated cognitive presence detection in online discussion transcripts</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning Analytics and Knowledge (LAK'14)</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this paper we present the results of an exploratory study that examined the use of text mining...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen’s Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fe03bf5b8254e8dcb697541403aaefbc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51819955,"asset_id":31464200,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51819955/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31464200"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31464200"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31464200; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31464200]").text(description); $(".js-view-count[data-work-id=31464200]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31464200; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31464200']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31464200, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fe03bf5b8254e8dcb697541403aaefbc" } } $('.js-work-strip[data-work-id=31464200]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31464200,"title":"Automated cognitive presence detection in online discussion transcripts","translated_title":"","metadata":{"abstract":"In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen’s Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning Analytics and Knowledge (LAK'14)"},"translated_abstract":"In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen’s Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.","internal_url":"https://www.academia.edu/31464200/Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_internal_url":"","created_at":"2017-02-16T04:08:33.040-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":27644427,"work_id":31464200,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":27644428,"work_id":31464200,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":2,"name":"Dragan Gasevic","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":27644429,"work_id":31464200,"tagging_user_id":2936389,"tagged_user_id":53568603,"co_author_invite_id":null,"email":"m***a@telus.net","display_order":3,"name":"Marek Hatala","title":"Automated cognitive presence detection in online discussion transcripts"}],"downloadable_attachments":[{"id":51819955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51819955/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D.pdf","download_url":"https://www.academia.edu/attachments/51819955/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51819955/Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D-libre.pdf?1487248783=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732387144\u0026Signature=FdSGY6jJQ8MkNGCsYa7GbEm~ik-HnsKL5mcnzAXnkLhYgAKl03ObZplpLJ54tPZ-leKd5ArLYVW~~1DDi8juUHhF4rITcWswAYvbBqtO5E6~9jU-xhgAR2uQKvWXqZc8GCj4ah6Omxz-fEs8DhOvbPo-l4YW7wGu-3q554QrbGWubUYOx5nmYsnP8Hn-pT9Qev0ntRayaDR9Ojjdux3h53HtLbyihFZm8hOXgj7r28n-N1HvQV8jQNQ~AdH96ktpTQnrjATlxsW-gova7dOgPpWO0oAGmW4CiEnXv2~Zvsb9gT9lxt0If2EYK7~6ezyDonFk8UAI30abj2VpLv7eOA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51819955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51819955/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D.pdf","download_url":"https://www.academia.edu/attachments/51819955/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51819955/Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D-libre.pdf?1487248783=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732387144\u0026Signature=FdSGY6jJQ8MkNGCsYa7GbEm~ik-HnsKL5mcnzAXnkLhYgAKl03ObZplpLJ54tPZ-leKd5ArLYVW~~1DDi8juUHhF4rITcWswAYvbBqtO5E6~9jU-xhgAR2uQKvWXqZc8GCj4ah6Omxz-fEs8DhOvbPo-l4YW7wGu-3q554QrbGWubUYOx5nmYsnP8Hn-pT9Qev0ntRayaDR9Ojjdux3h53HtLbyihFZm8hOXgj7r28n-N1HvQV8jQNQ~AdH96ktpTQnrjATlxsW-gova7dOgPpWO0oAGmW4CiEnXv2~Zvsb9gT9lxt0If2EYK7~6ezyDonFk8UAI30abj2VpLv7eOA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning"},{"id":3268,"name":"Computational Linguistics","url":"https://www.academia.edu/Documents/in/Computational_Linguistics"},{"id":5639,"name":"Text Mining","url":"https://www.academia.edu/Documents/in/Text_Mining"},{"id":51829,"name":"Text Classification","url":"https://www.academia.edu/Documents/in/Text_Classification"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":193254,"name":"SVM classifier","url":"https://www.academia.edu/Documents/in/SVM_classifier"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"}],"urls":[{"id":7957164,"url":"http://ceur-ws.org/Vol-1137/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Conference papers" id="Conference papers"><h3 class="profile--tab_heading_container">Conference papers by Srecko Joksimovic</h3></div><div class="js-work-strip profile--work_container" data-work-id="33288349"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33288349/A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments"><img alt="Research paper thumbnail of A data-driven method for the detection of close submitters in online learning environments" class="work-thumbnail" src="https://attachments.academia-assets.com/53354939/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33288349/A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments">A data-driven method for the detection of close submitters in online learning environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/Jos%C3%A9ARuip%C3%A9rezValiente">José A. Ruipérez-Valiente</a></span></div><div class="wp-workCard_item"><span>Proceedings of the 26th International Conference on World Wide Web Companion</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Online learning has become very popular over the last decade. However, there are still many detai...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cfd3dd1cdbf62a9293772ceb65117813" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53354939,"asset_id":33288349,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53354939/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33288349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33288349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33288349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33288349]").text(description); $(".js-view-count[data-work-id=33288349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33288349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33288349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33288349, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cfd3dd1cdbf62a9293772ceb65117813" } } $('.js-work-strip[data-work-id=33288349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33288349,"title":"A data-driven method for the detection of close submitters in online learning environments","translated_title":"","metadata":{"doi":"10.1145/3041021.3054161","abstract":"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.","location":"Republic and Canton of Geneva, Switzerland","publisher":"International World Wide Web Conferences Steering Committee","page_numbers":"361-368","publication_name":"Proceedings of the 26th International Conference on World Wide Web Companion"},"translated_abstract":"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.","internal_url":"https://www.academia.edu/33288349/A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments","translated_internal_url":"","created_at":"2017-06-01T05:14:26.831-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":29183319,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183320,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":65308960,"co_author_invite_id":6341910,"email":"j***e@it.uc3m.es","display_order":2,"name":"José A. Ruipérez-Valiente","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183321,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":3,"name":"Dragan Gasevic","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183322,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":203155,"co_author_invite_id":null,"email":"p***e@it.uc3m.es","affiliation":"Universidad Carlos III de Madrid","display_order":4,"name":"Pedro Muñoz-Merino","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183323,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":202819,"co_author_invite_id":null,"email":"c***k@it.uc3m.es","affiliation":"Universidad Carlos III de Madrid","display_order":5,"name":"Carlos Delgado Kloos","title":"A data-driven method for the detection of close submitters in online learning environments"}],"downloadable_attachments":[{"id":53354939,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53354939/thumbnails/1.jpg","file_name":"Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su.pdf","download_url":"https://www.academia.edu/attachments/53354939/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_data_driven_method_for_the_detection_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53354939/Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su-libre.pdf?1496319612=\u0026response-content-disposition=attachment%3B+filename%3DA_data_driven_method_for_the_detection_o.pdf\u0026Expires=1732387143\u0026Signature=V-2hBwlDo2xRH4BbK9ZglPjT5dpbeysj2Ofpt0v4-uy0qb8OIz2Zu4CVZUZbSXsUNT4LpkHIUrOCRHDKQ4X9RwkkZ7ATIQ9kxtwGIlR~fwG56BGaIdTLv3sPegocN6j~pqNu0vQ~1WLSUhUtYFX6vL64HEi1d6HQTq9ymQfmwE20JSbqMMEH2e~E56jihn10x~VPhuCsCJ8hFX--HeUsCbil9R8v23~1el609m8uRBNYim42bveg1hTBSW3vGcR4pEdVdY1UAEYy344X8syQGkWRYZDivhjnalai4vaZKQfyeI6N09ksXrkuAkr9ligi8-ofwLV~kEOctQUqBMaetw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":53354939,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53354939/thumbnails/1.jpg","file_name":"Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su.pdf","download_url":"https://www.academia.edu/attachments/53354939/download_file?st=MTczMjM5OTg4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_data_driven_method_for_the_detection_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53354939/Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su-libre.pdf?1496319612=\u0026response-content-disposition=attachment%3B+filename%3DA_data_driven_method_for_the_detection_o.pdf\u0026Expires=1732387143\u0026Signature=V-2hBwlDo2xRH4BbK9ZglPjT5dpbeysj2Ofpt0v4-uy0qb8OIz2Zu4CVZUZbSXsUNT4LpkHIUrOCRHDKQ4X9RwkkZ7ATIQ9kxtwGIlR~fwG56BGaIdTLv3sPegocN6j~pqNu0vQ~1WLSUhUtYFX6vL64HEi1d6HQTq9ymQfmwE20JSbqMMEH2e~E56jihn10x~VPhuCsCJ8hFX--HeUsCbil9R8v23~1el609m8uRBNYim42bveg1hTBSW3vGcR4pEdVdY1UAEYy344X8syQGkWRYZDivhjnalai4vaZKQfyeI6N09ksXrkuAkr9ligi8-ofwLV~kEOctQUqBMaetw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":8679,"name":"Computer Supported Collaborative Learning (CSCL)","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":23995,"name":"Educational Data Mining","url":"https://www.academia.edu/Documents/in/Educational_Data_Mining"},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning"},{"id":67833,"name":"Academic Dishonesty","url":"https://www.academia.edu/Documents/in/Academic_Dishonesty"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31455026"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455026/MOOCs_in_the_news_A_European_perspective"><img alt="Research paper thumbnail of MOOCs in the news: A European perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/51812966/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455026/MOOCs_in_the_news_A_European_perspective">MOOCs in the news: A European perspective</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the 2015 HOME Conference</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of the general public. To leverage from attention given to MOOCs, understanding of public discourse is essential, as it can give critical insights into the important domains of biggest societal interests. Prevoius research showed the great need for understanding specifics of MOOC adoption around the world and the necessity to better cater to the needs of different markets. With this in mind, this paper presents study that looked specificially at the Europe-related MOOC discourse between 2008 and 2015. We identified important themes in the MOOC public discourse and evaluated their changes over time. Further implications of our findings are also discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="111d4ba9bca8bf312f7b09175dab31f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51812966,"asset_id":31455026,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51812966/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455026"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455026"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455026; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455026]").text(description); $(".js-view-count[data-work-id=31455026]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455026; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455026']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455026, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "111d4ba9bca8bf312f7b09175dab31f5" } } $('.js-work-strip[data-work-id=31455026]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455026,"title":"MOOCs in the news: A European perspective","translated_title":"","metadata":{"abstract":"Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of the general public. To leverage from attention given to MOOCs, understanding of public discourse is essential, as it can give critical insights into the important domains of biggest societal interests. Prevoius research showed the great need for understanding specifics of MOOC adoption around the world and the necessity to better cater to the needs of different markets. With this in mind, this paper presents study that looked specificially at the Europe-related MOOC discourse between 2008 and 2015. We identified important themes in the MOOC public discourse and evaluated their changes over time. Further implications of our findings are also discussed.","location":"Rome Italy","organization":"EADTU","page_numbers":"36–48","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Proceedings of the 2015 HOME Conference"},"translated_abstract":"Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of the general public. To leverage from attention given to MOOCs, understanding of public discourse is essential, as it can give critical insights into the important domains of biggest societal interests. Prevoius research showed the great need for understanding specifics of MOOC adoption around the world and the necessity to better cater to the needs of different markets. With this in mind, this paper presents study that looked specificially at the Europe-related MOOC discourse between 2008 and 2015. We identified important themes in the MOOC public discourse and evaluated their changes over time. Further implications of our findings are also discussed.","internal_url":"https://www.academia.edu/31455026/MOOCs_in_the_news_A_European_perspective","translated_internal_url":"","created_at":"2017-02-15T16:50:42.566-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27633949,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"MOOCs in the news: A European perspective"},{"id":27633953,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":57995684,"co_author_invite_id":null,"email":"g***s@gmail.com","display_order":2,"name":"George Siemens","title":"MOOCs in the news: A European perspective"},{"id":27633950,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":3,"name":"Dragan Gasevic","title":"MOOCs in the news: A European perspective"},{"id":27633952,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":4,"name":"Marek Hatala","title":"MOOCs in the news: A European perspective"},{"id":27644112,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":4194306,"name":"Dragan Gašević","title":"MOOCs in the news: A European perspective"}],"downloadable_attachments":[{"id":51812966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51812966/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective.pdf","download_url":"https://www.academia.edu/attachments/51812966/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"MOOCs_in_the_news_A_European_perspective.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51812966/Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective-libre.pdf?1487206956=\u0026response-content-disposition=attachment%3B+filename%3DMOOCs_in_the_news_A_European_perspective.pdf\u0026Expires=1732387143\u0026Signature=CbqgS5EaIfdtK7-8d6SdgTbxetA1rp8Y8NmZdo2jNcHyu6-QS3fWidov~oMJ1E-WvSptA3bNXqA4e198mUOrV1gHzxLQ-SRVyq4WzrpN5A0Ap-liPQMvSpxSP~MLnnoArgFpDuEtb2o4UeGwiwtPlbnrXdA1NDPMCTbSHSEVX86qCxKGai56Wvy~SRhiULFnh8PX6bTFhbJGm59D5JZoItoHd8IcPkj-bnLiBJgRZFiz7tW8F0lH~aKh0oknshQmWjloVlO~e7eWa~Ln7vhvzHi9MQB-oxkyUiIjfkAkkC45jzO6yIApDAWoz4lFolnGaLo5b07A1EbKYzIJUQwosA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"MOOCs_in_the_news_A_European_perspective","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51812966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51812966/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective.pdf","download_url":"https://www.academia.edu/attachments/51812966/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"MOOCs_in_the_news_A_European_perspective.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51812966/Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective-libre.pdf?1487206956=\u0026response-content-disposition=attachment%3B+filename%3DMOOCs_in_the_news_A_European_perspective.pdf\u0026Expires=1732387143\u0026Signature=CbqgS5EaIfdtK7-8d6SdgTbxetA1rp8Y8NmZdo2jNcHyu6-QS3fWidov~oMJ1E-WvSptA3bNXqA4e198mUOrV1gHzxLQ-SRVyq4WzrpN5A0Ap-liPQMvSpxSP~MLnnoArgFpDuEtb2o4UeGwiwtPlbnrXdA1NDPMCTbSHSEVX86qCxKGai56Wvy~SRhiULFnh8PX6bTFhbJGm59D5JZoItoHd8IcPkj-bnLiBJgRZFiz7tW8F0lH~aKh0oknshQmWjloVlO~e7eWa~Ln7vhvzHi9MQB-oxkyUiIjfkAkkC45jzO6yIApDAWoz4lFolnGaLo5b07A1EbKYzIJUQwosA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":33915,"name":"Technology-enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology-enhanced_Learning"},{"id":119150,"name":"Topic modeling","url":"https://www.academia.edu/Documents/in/Topic_modeling"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[{"id":7955822,"url":"http://eadtu.eu/home/publications"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2115588" id="papers"><div class="js-work-strip profile--work_container" data-work-id="31968368"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/31968368/Students_achievement_analysis_system"><img alt="Research paper thumbnail of Students' achievement analysis system" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/31968368/Students_achievement_analysis_system">Students' achievement analysis system</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kg.academia.edu/AleksandarMarkovic">Aleksandar Markovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Vojnotehnicki glasnik</span><span>, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The analysis of students&amp;#x27; achievements and the examination results recording at the Mili...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The analysis of students&amp;#x27; achievements and the examination results recording at the Military Academy (Department of Logistics) is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31968368"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31968368"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31968368; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31968368]").text(description); $(".js-view-count[data-work-id=31968368]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31968368; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31968368']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31968368, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=31968368]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31968368,"title":"Students' achievement analysis system","translated_title":"","metadata":{"abstract":"The analysis of students\u0026amp;#x27; achievements and the examination results recording at the Military Academy (Department of Logistics) is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. ...","publication_date":{"day":null,"month":null,"year":2004,"errors":{}},"publication_name":"Vojnotehnicki glasnik"},"translated_abstract":"The analysis of students\u0026amp;#x27; achievements and the examination results recording at the Military Academy (Department of Logistics) is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. ...","internal_url":"https://www.academia.edu/31968368/Students_achievement_analysis_system","translated_internal_url":"","created_at":"2017-03-21T12:17:39.958-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":25027060,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":28123619,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":null,"co_author_invite_id":6142624,"email":"i***d@yahoo.com","display_order":0,"name":"Ivan Tot","title":"Students' achievement analysis system"},{"id":28123620,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Students' achievement analysis system"},{"id":28123621,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":null,"co_author_invite_id":6142625,"email":"c***r@gmail.com","display_order":6291456,"name":"Velibor Cekic","title":"Students' achievement analysis system"},{"id":28123622,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":null,"co_author_invite_id":6142626,"email":"t***b@gmail.com","display_order":7340032,"name":"Milos Trboljevac","title":"Students' achievement analysis system"},{"id":28123649,"work_id":31968368,"tagging_user_id":25027060,"tagged_user_id":44152715,"co_author_invite_id":null,"email":"a***t@gmail.com","display_order":7864320,"name":"Aleksandar Marković","title":"Students' achievement analysis system"}],"downloadable_attachments":[],"slug":"Students_achievement_analysis_system","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":25027060,"first_name":"Aleksandar","middle_initials":null,"last_name":"Markovic","page_name":"AleksandarMarkovic","domain_name":"kg","created_at":"2015-01-19T06:48:27.525-08:00","display_name":"Aleksandar Markovic","url":"https://kg.academia.edu/AleksandarMarkovic"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718895"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718895/Learning_Analytics_for_Networked_Learning_Models"><img alt="Research paper thumbnail of Learning Analytics for Networked Learning Models" class="work-thumbnail" src="https://attachments.academia-assets.com/40803978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718895/Learning_Analytics_for_Networked_Learning_Models">Learning Analytics for Networked Learning Models</a></div><div class="wp-workCard_item"><span>Journal of Learning Analytics</span><span>, Dec 24, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19896da30f9ce8fdbdd62904023bd095" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40803978,"asset_id":19718895,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40803978/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718895"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718895"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718895; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718895]").text(description); $(".js-view-count[data-work-id=19718895]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718895; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718895']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718895, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19896da30f9ce8fdbdd62904023bd095" } } $('.js-work-strip[data-work-id=19718895]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718895,"title":"Learning Analytics for Networked Learning Models","translated_title":"","metadata":{"grobid_abstract":"Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and humaninformation interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to analyze their effects. Therefore, the main goal of this research is the development of a theoretical model of networked learning that allows for a comprehensive and scalable analysis of how and why learners engage in collaboration in networked communities. The proposed research method, anticipated research outcomes, and contributions to the learning analytics field are discussed.","publication_date":{"day":24,"month":12,"year":2014,"errors":{}},"publication_name":"Journal of Learning Analytics","grobid_abstract_attachment_id":40803978},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718895/Learning_Analytics_for_Networked_Learning_Models","translated_internal_url":"","created_at":"2015-12-17T23:54:47.362-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":40803978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40803978/thumbnails/1.jpg","file_name":"4236-18041-2-PB.pdf","download_url":"https://www.academia.edu/attachments/40803978/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40803978/4236-18041-2-PB-libre.pdf?1450425311=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393530\u0026Signature=SiLPBdz-SN6FniGKsibxIm1YFtQxTg~T3RVwBf25PHJ7C8CqfufUGjyL0SrFvlpc3~QEBKMSsIdMuIXRyPChi23F72JlmfyLJ4mM9WPS7q46rMSvHnBDZursprayuF~OR-3j~natY-d4TZodeDaG6Tu6ATwPvw-cIhegd3hnwdhCH8XJ42Cm2CyrW6Pxy4YTpA0k2Z5AyfI62tzArBoVAtMTRRmjJKjq9-PPuzD2zQtuKUrVgfNc12MiZ6xsYdiczXhziEdatfpvs3BPFUK23QjksIsgCF5n7DN2NojipDq3SMs4Y9xDqIZlZWwEzeC3y~zUrqCuPYX1yXk0z2wFJw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_Analytics_for_Networked_Learning_Models","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":40803978,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40803978/thumbnails/1.jpg","file_name":"4236-18041-2-PB.pdf","download_url":"https://www.academia.edu/attachments/40803978/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40803978/4236-18041-2-PB-libre.pdf?1450425311=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393530\u0026Signature=SiLPBdz-SN6FniGKsibxIm1YFtQxTg~T3RVwBf25PHJ7C8CqfufUGjyL0SrFvlpc3~QEBKMSsIdMuIXRyPChi23F72JlmfyLJ4mM9WPS7q46rMSvHnBDZursprayuF~OR-3j~natY-d4TZodeDaG6Tu6ATwPvw-cIhegd3hnwdhCH8XJ42Cm2CyrW6Pxy4YTpA0k2Z5AyfI62tzArBoVAtMTRRmjJKjq9-PPuzD2zQtuKUrVgfNc12MiZ6xsYdiczXhziEdatfpvs3BPFUK23QjksIsgCF5n7DN2NojipDq3SMs4Y9xDqIZlZWwEzeC3y~zUrqCuPYX1yXk0z2wFJw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":6133474,"url":"http://epress.lib.uts.edu.au/journals/index.php/JLA/article/download/4236/4435"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17767318"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17767318/How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs"><img alt="Research paper thumbnail of How do you connect? Analysis of social capital accumulation in connectivist MOOCs" class="work-thumbnail" src="https://attachments.academia-assets.com/39698268/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17767318/How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs">How do you connect? Analysis of social capital accumulation in connectivist MOOCs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Fifth International Conference on Learning Analytics & Knowledge (LAK'15)</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Connections established between learners via interactions are seen as fundamental for connectivis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners’ social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners’ centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5981e55e8428770d4411fd6a818a78f4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39698268,"asset_id":17767318,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39698268/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17767318"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17767318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17767318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17767318]").text(description); $(".js-view-count[data-work-id=17767318]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17767318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17767318']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17767318, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5981e55e8428770d4411fd6a818a78f4" } } $('.js-work-strip[data-work-id=17767318]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17767318,"title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs","translated_title":"","metadata":{"doi":"10.1145/2723576.2723604","abstract":"Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners’ social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners’ centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.","publisher":"ACM","page_numbers":"64–68","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Proceedings of the Fifth International Conference on Learning Analytics \u0026 Knowledge (LAK'15)"},"translated_abstract":"Connections established between learners via interactions are seen as fundamental for connectivist pedagogy. Connections can also be viewed as learning outcomes, i.e. learners’ social capital accumulated through distributed learning environments. We applied linear mixed effects modeling to investigate whether the social capital accumulation interpreted through learners’ centrality to course interaction networks, is influenced by the language learners use to express and communicate in two connectivist MOOCs. Interactions were distributed across the three social media, namely Twitter, blog and Facebook. Results showed that learners in a cMOOC connect easier with the individuals who use a more informal, narrative style, but still maintain a deeper cohesive structure to their communication.","internal_url":"https://www.academia.edu/17767318/How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs","translated_internal_url":"","created_at":"2015-11-04T16:02:40.885-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8761327,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761328,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":2724280,"co_author_invite_id":null,"email":"n***l@gmail.com","affiliation":"University of Michigan","display_order":4194304,"name":"Nia Dowell","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761330,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":7340032,"name":"Dragan Gasevic","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761331,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":11092817,"co_author_invite_id":null,"email":"s***r@gmail.com","display_order":7864320,"name":"Shane Dawson","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":8761332,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":285419,"co_author_invite_id":null,"email":"a***r@gmail.com","affiliation":"University of Memphis","display_order":8126464,"name":"Art Graesser","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"},{"id":27644099,"work_id":17767318,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":3044310,"email":"o***k@mymail.unisa.edu.au","display_order":8257536,"name":"Oleksandra Skrypnyk","title":"How do you connect? Analysis of social capital accumulation in connectivist MOOCs"}],"downloadable_attachments":[{"id":39698268,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698268/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_How_do_you_connect.pdf","download_url":"https://www.academia.edu/attachments/39698268/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"How_do_you_connect_Analysis_of_social_ca.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698268/Joksimovic_et_al._-_2015_-_How_do_you_connect-libre.pdf?1446681612=\u0026response-content-disposition=attachment%3B+filename%3DHow_do_you_connect_Analysis_of_social_ca.pdf\u0026Expires=1732387143\u0026Signature=CkUNp6sxrOZv~SWw2dWtC6lqdLtUB~7Zwn7JqTeC0NxvPwsoB0qxzZtL9T-VrAKsY8XyA4nXCRFGzZK3GVXIr0tPEorIMr5lqnlPSQD1fIIWac0O0qx2UWSGKlA8aZYT~Pkq-sl-WTEmJdM8fP2foPC391AiIuffz0apP9vUxDjUsJqAIP9NUDh8c1lyIdrOgh3lwTMhjEyf~77Tl~AJ~2ZP~CQguTXMT8fTd8nUeJjUuei0BC6HBm4U50eXN3jCIydP1s2I0yu8QUMCZGEx57zUKiImuImGAI~96HENmMUQMs-h8w2fqPdYhysW0CfhQv4KGOyUVNwuii3xclX6cg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"How_do_you_connect_Analysis_of_social_capital_accumulation_in_connectivist_MOOCs","translated_slug":"","page_count":5,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39698268,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698268/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_How_do_you_connect.pdf","download_url":"https://www.academia.edu/attachments/39698268/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"How_do_you_connect_Analysis_of_social_ca.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698268/Joksimovic_et_al._-_2015_-_How_do_you_connect-libre.pdf?1446681612=\u0026response-content-disposition=attachment%3B+filename%3DHow_do_you_connect_Analysis_of_social_ca.pdf\u0026Expires=1732387143\u0026Signature=CkUNp6sxrOZv~SWw2dWtC6lqdLtUB~7Zwn7JqTeC0NxvPwsoB0qxzZtL9T-VrAKsY8XyA4nXCRFGzZK3GVXIr0tPEorIMr5lqnlPSQD1fIIWac0O0qx2UWSGKlA8aZYT~Pkq-sl-WTEmJdM8fP2foPC391AiIuffz0apP9vUxDjUsJqAIP9NUDh8c1lyIdrOgh3lwTMhjEyf~77Tl~AJ~2ZP~CQguTXMT8fTd8nUeJjUuei0BC6HBm4U50eXN3jCIydP1s2I0yu8QUMCZGEx57zUKiImuImGAI~96HENmMUQMs-h8w2fqPdYhysW0CfhQv4KGOyUVNwuii3xclX6cg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":5745,"name":"Social Capital","url":"https://www.academia.edu/Documents/in/Social_Capital"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"}],"urls":[{"id":7956968,"url":"http://dx.doi.org/10.1145/2723576.2723604"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17768300"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17768300/Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case"><img alt="Research paper thumbnail of Towards automated content analysis of discussion transcripts: A cognitive presence case" class="work-thumbnail" src="https://attachments.academia-assets.com/51813223/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17768300/Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case">Towards automated content analysis of discussion transcripts: A cognitive presence case</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (LAK'16)</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this paper, we present the results of an exploratory study that examined the problem of automa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ea3eb6380bbb790dc84d2845a16485b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51813223,"asset_id":17768300,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51813223/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17768300"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17768300"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17768300; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17768300]").text(description); $(".js-view-count[data-work-id=17768300]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17768300; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17768300']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17768300, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ea3eb6380bbb790dc84d2845a16485b5" } } $('.js-work-strip[data-work-id=17768300]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17768300,"title":"Towards automated content analysis of discussion transcripts: A cognitive presence case","translated_title":"","metadata":{"doi":"10.1145/2883851.2883950","abstract":"In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.","publisher":"ACM","page_numbers":"15–24","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Proceedings of the Sixth International Conference on Learning Analytics \u0026 Knowledge (LAK'16)"},"translated_abstract":"In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen’s kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.","internal_url":"https://www.academia.edu/17768300/Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case","translated_internal_url":"","created_at":"2015-11-04T16:46:46.021-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8763457,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763458,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976605,"email":"z***s@qut.edu.au","display_order":4194304,"name":"Zak Waters","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763459,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":6291456,"name":"Dragan Gasevic","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763460,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":32578424,"co_author_invite_id":null,"email":"k***o@qut.edu.au","affiliation":"Queensland University of Technology","display_order":7340032,"name":"Kirsty Kitto","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763461,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7864320,"name":"Marek Hatala","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"},{"id":8763462,"work_id":17768300,"tagging_user_id":2936389,"tagged_user_id":93894,"co_author_invite_id":null,"email":"g***s@elearnspace.org","affiliation":"Athabasca University","display_order":8126464,"name":"George Siemens","title":"Towards automated content analysis of discussion transcripts: A cognitive presence case"}],"downloadable_attachments":[{"id":51813223,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813223/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T.pdf","download_url":"https://www.academia.edu/attachments/51813223/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Towards_automated_content_analysis_of_di.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813223/Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T-libre.pdf?1487209396=\u0026response-content-disposition=attachment%3B+filename%3DTowards_automated_content_analysis_of_di.pdf\u0026Expires=1732387143\u0026Signature=FuJDcsS6ABUsQD-ocnGNxafWz5BfEvE2gmlZOq-bIMHdB05hV~wVn-4T4DkxYIfN57vzeYvkRIQ5AX0a-fTJR8zFBUIbQDlqPnvGH2Tqx9BRtNulrIAjXO8rRCCQBuzRMcO4cfJs4KQbBE8oPC7WjmkCHxvoyduRzzKbRpwjEkqGio32UOFnwHeJuvnhnVjQUxIPMeyDpxNrZzwWJ-8mbSnebLrcu5vvkrRGvyFaHUe~koQDX37Z9YeMhwA-sh8-vhpRgOAGJXIMCeNaO6qu5P9AJT0bQs5qm3yO-a3jh61r-XicKicsKUiPPBIw365XK1uymCWBPL4-CxOnUWWTrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Towards_automated_content_analysis_of_discussion_transcripts_A_cognitive_presence_case","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51813223,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813223/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T.pdf","download_url":"https://www.academia.edu/attachments/51813223/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Towards_automated_content_analysis_of_di.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813223/Kovanovic_et_al._-_2016_-_Towards_Automated_Content_Analysis_of_Discussion_T-libre.pdf?1487209396=\u0026response-content-disposition=attachment%3B+filename%3DTowards_automated_content_analysis_of_di.pdf\u0026Expires=1732387143\u0026Signature=FuJDcsS6ABUsQD-ocnGNxafWz5BfEvE2gmlZOq-bIMHdB05hV~wVn-4T4DkxYIfN57vzeYvkRIQ5AX0a-fTJR8zFBUIbQDlqPnvGH2Tqx9BRtNulrIAjXO8rRCCQBuzRMcO4cfJs4KQbBE8oPC7WjmkCHxvoyduRzzKbRpwjEkqGio32UOFnwHeJuvnhnVjQUxIPMeyDpxNrZzwWJ-8mbSnebLrcu5vvkrRGvyFaHUe~koQDX37Z9YeMhwA-sh8-vhpRgOAGJXIMCeNaO6qu5P9AJT0bQs5qm3yO-a3jh61r-XicKicsKUiPPBIw365XK1uymCWBPL4-CxOnUWWTrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":518704,"name":"Community of Inquiry Model","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry_Model"},{"id":1461383,"name":"The Community of Inquiry Framework","url":"https://www.academia.edu/Documents/in/The_Community_of_Inquiry_Framework"},{"id":1769447,"name":"Content Analytics","url":"https://www.academia.edu/Documents/in/Content_Analytics"}],"urls":[{"id":7956947,"url":"http://dx.doi.org/10.1145/2883851.2883950"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718894"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/19718894/Current_state_and_future_trends"><img alt="Research paper thumbnail of Current state and future trends" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/19718894/Current_state_and_future_trends">Current state and future trends</a></div><div class="wp-workCard_item"><span>Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This paper provides an evaluation of the current state of the field of learning analytic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. The emerging field of learning analytics is at the intersection of numerous academic disciplines, and therefore draws on a diversity of methodologies, theories and underpinning scientific assumptions. Through citation analysis and structured mapping we aimed to identify the emergence of trends and disciplinary hierarchies that are influencing the development of the field to date. The results suggest that there is some fragmentation in the major disciplines (computer science and education) regarding conference and journal representation. The analyses also indicate that the commonly cited papers are of a more conceptual nature than empirical research reflecting the need for authors to define the learning analytics space. An evaluation of the current state of learning analytics provides numerous benefits for the development of the field, such as a guide for under-represented areas of research and to identify the disciplines that may require more strategic and targeted support and funding opportunities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718894"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718894"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718894; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718894]").text(description); $(".js-view-count[data-work-id=19718894]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718894; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718894']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718894, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19718894]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718894,"title":"Current state and future trends","translated_title":"","metadata":{"abstract":"ABSTRACT This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. The emerging field of learning analytics is at the intersection of numerous academic disciplines, and therefore draws on a diversity of methodologies, theories and underpinning scientific assumptions. Through citation analysis and structured mapping we aimed to identify the emergence of trends and disciplinary hierarchies that are influencing the development of the field to date. The results suggest that there is some fragmentation in the major disciplines (computer science and education) regarding conference and journal representation. The analyses also indicate that the commonly cited papers are of a more conceptual nature than empirical research reflecting the need for authors to define the learning analytics space. An evaluation of the current state of learning analytics provides numerous benefits for the development of the field, such as a guide for under-represented areas of research and to identify the disciplines that may require more strategic and targeted support and funding opportunities.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14"},"translated_abstract":"ABSTRACT This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. The emerging field of learning analytics is at the intersection of numerous academic disciplines, and therefore draws on a diversity of methodologies, theories and underpinning scientific assumptions. Through citation analysis and structured mapping we aimed to identify the emergence of trends and disciplinary hierarchies that are influencing the development of the field to date. The results suggest that there is some fragmentation in the major disciplines (computer science and education) regarding conference and journal representation. The analyses also indicate that the commonly cited papers are of a more conceptual nature than empirical research reflecting the need for authors to define the learning analytics space. An evaluation of the current state of learning analytics provides numerous benefits for the development of the field, such as a guide for under-represented areas of research and to identify the disciplines that may require more strategic and targeted support and funding opportunities.","internal_url":"https://www.academia.edu/19718894/Current_state_and_future_trends","translated_internal_url":"","created_at":"2015-12-17T23:54:47.122-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Current_state_and_future_trends","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17675641"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17675641/Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement"><img alt="Research paper thumbnail of Learning at distance: Effects of interaction traces on academic achievement" class="work-thumbnail" src="https://attachments.academia-assets.com/39651374/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17675641/Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement">Learning at distance: Effects of interaction traces on academic achievement</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a></span></div><div class="wp-workCard_item"><span>Computers & Education</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contemporary literature on online and distance education almost unequivocally argues for the impo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="397fa96c328b965b07b36f354ddc8f8e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39651374,"asset_id":17675641,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39651374/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17675641"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17675641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17675641; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17675641]").text(description); $(".js-view-count[data-work-id=17675641]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17675641; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17675641']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17675641, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "397fa96c328b965b07b36f354ddc8f8e" } } $('.js-work-strip[data-work-id=17675641]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17675641,"title":"Learning at distance: Effects of interaction traces on academic achievement","translated_title":"","metadata":{"doi":"10.1016/j.compedu.2015.07.002","volume":"87","abstract":"Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.","page_numbers":"204-217","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Computers \u0026 Education"},"translated_abstract":"Contemporary literature on online and distance education almost unequivocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student–student, student–instructor, student–system, and student–content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student–system interactions had a consistent and positive effect on the learning outcome, while the quantity of student–content interactions was negatively associated with the final course grades. The study also showed the importance of the educational level and the context of individual courses for the interaction types supported. Our findings further confirmed the potential of the use of trace data and learning analytics for studying learning and teaching in online settings. However, further research should account for various qualitative aspects of the interactions used while learning, different pedagogical/media features, as well as for the course design and delivery conditions in order to better explain the association between interaction types and the learning achievement. Finally, the results might imply the need for the development of the institutional and program-level strategies for learning and teaching that would promote effective pedagogical approaches to designing and guiding interactions in online and distance learning settings.","internal_url":"https://www.academia.edu/17675641/Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement","translated_internal_url":"","created_at":"2015-11-03T14:18:00.446-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8622582,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":8622583,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":4194304,"name":"Dragan Gasevic","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":8622584,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1941897,"email":"t***n@sfu.ca","display_order":6291456,"name":"Thomas M. Loughin","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":8622585,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7340032,"name":"Marek Hatala","title":"Learning at distance: Effects of interaction traces on academic achievement"},{"id":27644107,"work_id":17675641,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":7864320,"name":"Dragan Gašević","title":"Learning at distance: Effects of interaction traces on academic achievement"}],"downloadable_attachments":[{"id":39651374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39651374/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39651374/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_at_distance_Effects_of_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39651374/Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint-libre.pdf?1446590254=\u0026response-content-disposition=attachment%3B+filename%3DLearning_at_distance_Effects_of_interact.pdf\u0026Expires=1732387142\u0026Signature=HvJMptQJR7lfX4p-3QpBphpmno6L~CMt0ZSrLMGpU0wgVZ5OxKFyepw63durdmpJkww6YNaxjM11tYj~u~z13zfdyZZTFYsEmOHb0iH~b-cKFGYRzRwbGvvjzyK~w1SHOCFHfkFVsZ-WWgVcwozVhjANzQV8p6zGYQGnOraR9oFUXb7R3nftFthSTfcKU2~bHEksWzX22cnnaZKuQtHOY4Ulh-zEQC9XohaQGzjc-CT797i8X5yEjFHTewOl0cV8Q-BBKO1wMD~uQI7eynkCJ5GEiIdm-N1jjA8SgHRBeVKjKHa9BNbe~9~NaaSbCHmoLc01zbeaLqXVTURrgcDrYQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_at_distance_Effects_of_interaction_traces_on_academic_achievement","translated_slug":"","page_count":33,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39651374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39651374/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39651374/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_at_distance_Effects_of_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39651374/Joksimovic_et_al._-_2015_-_Learning_at_distance_Effects_of_interaction_trace_Preprint-libre.pdf?1446590254=\u0026response-content-disposition=attachment%3B+filename%3DLearning_at_distance_Effects_of_interact.pdf\u0026Expires=1732387142\u0026Signature=HvJMptQJR7lfX4p-3QpBphpmno6L~CMt0ZSrLMGpU0wgVZ5OxKFyepw63durdmpJkww6YNaxjM11tYj~u~z13zfdyZZTFYsEmOHb0iH~b-cKFGYRzRwbGvvjzyK~w1SHOCFHfkFVsZ-WWgVcwozVhjANzQV8p6zGYQGnOraR9oFUXb7R3nftFthSTfcKU2~bHEksWzX22cnnaZKuQtHOY4Ulh-zEQC9XohaQGzjc-CT797i8X5yEjFHTewOl0cV8Q-BBKO1wMD~uQI7eynkCJ5GEiIdm-N1jjA8SgHRBeVKjKHa9BNbe~9~NaaSbCHmoLc01zbeaLqXVTURrgcDrYQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":29011,"name":"Student learning outcomes","url":"https://www.academia.edu/Documents/in/Student_learning_outcomes"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":7956913,"url":"http://dx.doi.org/10.1016/j.compedu.2015.07.002"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17679787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17679787/Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance"><img alt="Research paper thumbnail of Social presence in online discussions as a process predictor of academic performance" class="work-thumbnail" src="https://attachments.academia-assets.com/39654100/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17679787/Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance">Social presence in online discussions as a process predictor of academic performance</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://sfu.academia.edu/BernhardRiecke">Bernhard Riecke</a></span></div><div class="wp-workCard_item"><span>Journal of Computer Assisted Learning</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">With the steady development of online education and online learning environments, possibilities t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="acc29d774c45b88e30882ca2f2ad3aaf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39654100,"asset_id":17679787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39654100/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17679787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17679787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17679787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17679787]").text(description); $(".js-view-count[data-work-id=17679787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17679787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17679787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17679787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "acc29d774c45b88e30882ca2f2ad3aaf" } } $('.js-work-strip[data-work-id=17679787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17679787,"title":"Social presence in online discussions as a process predictor of academic performance","translated_title":"","metadata":{"doi":"10.1111/jcal.12107","issue":"6","volume":"31","abstract":"With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.","page_numbers":"638-654","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Journal of Computer Assisted Learning"},"translated_abstract":"With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.","internal_url":"https://www.academia.edu/17679787/Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance","translated_internal_url":"","created_at":"2015-11-03T17:13:29.250-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8629018,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":0,"name":"Srecko Joksimovic","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":8629019,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":4194304,"name":"Dragan Gasevic","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":8629020,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":280844,"co_author_invite_id":null,"email":"b***1@sfu.ca","affiliation":"Simon Fraser University","display_order":6291456,"name":"Bernhard Riecke","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":8629021,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7340032,"name":"Marek Hatala","title":"Social presence in online discussions as a process predictor of academic performance"},{"id":27644108,"work_id":17679787,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":7864320,"name":"Dragan Gašević","title":"Social presence in online discussions as a process predictor of academic performance"}],"downloadable_attachments":[{"id":39654100,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654100/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654100/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Social_presence_in_online_discussions_as.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654100/Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint-libre.pdf?1446599711=\u0026response-content-disposition=attachment%3B+filename%3DSocial_presence_in_online_discussions_as.pdf\u0026Expires=1732212707\u0026Signature=WzqhBxttahXLiUQ-S~idD77rLUHGAPVDTNBn-dfJ3iJQ3VWZ2a6m3Murz-1VSEjO43E1xluxQCdwQhHCK4uHsl-wwltojezs8hVUo-5ZL1q7biE4HfQHgzy8VShwXL4JPc3hD3Wt8QDe~MQuNZAVK~wm6idbaWHhOX9lBEGBmw4efjECE0sLc3KMUU8VXyIK8NsQlfic1qzDqnPZlm1FyyHnU8AxW6eQc76cBox6TqI1aKH-fbw-r5GpC~v3nDjoZbsdafq5lakByxL6oRu~XGvQ6mXGoRRoaGfuXglwG26scW8av4vFZF7nSXq-ocy00Yql9QpZ8YEUaGb-wcRLZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_presence_in_online_discussions_as_a_process_predictor_of_academic_performance","translated_slug":"","page_count":37,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39654100,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654100/thumbnails/1.jpg","file_name":"Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654100/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Social_presence_in_online_discussions_as.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654100/Joksimovic_et_al._-_2015_-_Social_presence_in_online_discussions_as_a_process_Preprint-libre.pdf?1446599711=\u0026response-content-disposition=attachment%3B+filename%3DSocial_presence_in_online_discussions_as.pdf\u0026Expires=1732212707\u0026Signature=WzqhBxttahXLiUQ-S~idD77rLUHGAPVDTNBn-dfJ3iJQ3VWZ2a6m3Murz-1VSEjO43E1xluxQCdwQhHCK4uHsl-wwltojezs8hVUo-5ZL1q7biE4HfQHgzy8VShwXL4JPc3hD3Wt8QDe~MQuNZAVK~wm6idbaWHhOX9lBEGBmw4efjECE0sLc3KMUU8VXyIK8NsQlfic1qzDqnPZlm1FyyHnU8AxW6eQc76cBox6TqI1aKH-fbw-r5GpC~v3nDjoZbsdafq5lakByxL6oRu~XGvQ6mXGoRRoaGfuXglwG26scW8av4vFZF7nSXq-ocy00Yql9QpZ8YEUaGb-wcRLZQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis"},{"id":17909,"name":"Social Presence","url":"https://www.academia.edu/Documents/in/Social_Presence"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":106551,"name":"Content Anaysis of Online Discussion Forums","url":"https://www.academia.edu/Documents/in/Content_Anaysis_of_Online_Discussion_Forums"},{"id":216229,"name":"Teaching Presence","url":"https://www.academia.edu/Documents/in/Teaching_Presence"}],"urls":[{"id":7956906,"url":"http://dx.doi.org/10.1111/jcal.12107"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17680140"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17680140/Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions"><img alt="Research paper thumbnail of Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions" class="work-thumbnail" src="https://attachments.academia-assets.com/39654437/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17680140/Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions">Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://wsu.academia.edu/OlusolaAdesope">Olusola Adesope</a></span></div><div class="wp-workCard_item"><span>The Internet and Higher Education</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes a study that looked at the effects of different technology-use profiles on e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="200445d0c60d79e443b2ffbf1ba923c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39654437,"asset_id":17680140,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39654437/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17680140"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17680140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17680140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17680140]").text(description); $(".js-view-count[data-work-id=17680140]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17680140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17680140']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17680140, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "200445d0c60d79e443b2ffbf1ba923c1" } } $('.js-work-strip[data-work-id=17680140]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17680140,"title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions","translated_title":"","metadata":{"doi":"10.1016/j.iheduc.2015.06.002","volume":"27","abstract":"This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.","event_date":{"day":null,"month":null,"year":2015,"errors":{}},"page_numbers":"74-89","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"The Internet and Higher Education"},"translated_abstract":"This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.","internal_url":"https://www.academia.edu/17680140/Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions","translated_internal_url":"","created_at":"2015-11-03T17:30:52.233-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8629291,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":0,"name":"Dragan Gasevic","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":8629292,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":8629293,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":6291456,"name":"Marek Hatala","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":8629294,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":298471,"co_author_invite_id":null,"email":"o***e@wsu.edu","affiliation":"Washington State University","display_order":7340032,"name":"Olusola Adesope","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"},{"id":27644109,"work_id":17680140,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":7864320,"name":"Dragan Gašević","title":"Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions"}],"downloadable_attachments":[{"id":39654437,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654437/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654437/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Analytics_of_communities_of_inquiry_Effe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654437/Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint-libre.pdf?1446602075=\u0026response-content-disposition=attachment%3B+filename%3DAnalytics_of_communities_of_inquiry_Effe.pdf\u0026Expires=1732387142\u0026Signature=AoqhQkOyQTy1Psr1c7~jbjt6uUIDu4E~knQ~EwJrqX7TNr4qswjWkKAZcwHKyZGhy6DUJ0WoPHWX0ZRgBOCbsv3UCCDeHS0mFq4l0iI2ZspSL6uElwfOQzDTvwd~9ybSQn7ihgE9hTLV8a4xV~aYVZAxKlVDlxxIj1XCAmQmw1TadxWXJMZ86C6ry29Yr4f6W1IIuC7-Btves3Onf130BHP0eY9nO~Xnbz6cX0gg3keVAIAnqFfwvNY2Ec1F-aYCoVX7n5SfXimsd7Z3~6wjqg3RbtVbkiyMYZL2bZmWQdiqTNhQQco04ij9RiQJ6dkzn7-OAZwS8LzUAmM8t6B8Gg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Analytics_of_communities_of_inquiry_Effects_of_learning_technology_use_on_cognitive_presence_in_asynchronous_online_discussions","translated_slug":"","page_count":21,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39654437,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39654437/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint.pdf","download_url":"https://www.academia.edu/attachments/39654437/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Analytics_of_communities_of_inquiry_Effe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39654437/Kovanovic_et_al._-_2015_-_Analytics_of_communities_of_inquiry_Effects_of_le_Preprint-libre.pdf?1446602075=\u0026response-content-disposition=attachment%3B+filename%3DAnalytics_of_communities_of_inquiry_Effe.pdf\u0026Expires=1732387142\u0026Signature=AoqhQkOyQTy1Psr1c7~jbjt6uUIDu4E~knQ~EwJrqX7TNr4qswjWkKAZcwHKyZGhy6DUJ0WoPHWX0ZRgBOCbsv3UCCDeHS0mFq4l0iI2ZspSL6uElwfOQzDTvwd~9ybSQn7ihgE9hTLV8a4xV~aYVZAxKlVDlxxIj1XCAmQmw1TadxWXJMZ86C6ry29Yr4f6W1IIuC7-Btves3Onf130BHP0eY9nO~Xnbz6cX0gg3keVAIAnqFfwvNY2Ec1F-aYCoVX7n5SfXimsd7Z3~6wjqg3RbtVbkiyMYZL2bZmWQdiqTNhQQco04ij9RiQJ6dkzn7-OAZwS8LzUAmM8t6B8Gg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"},{"id":1037632,"name":"Profiling Open Distance Learners","url":"https://www.academia.edu/Documents/in/Profiling_Open_Distance_Learners"},{"id":1461383,"name":"The Community of Inquiry Framework","url":"https://www.academia.edu/Documents/in/The_Community_of_Inquiry_Framework"}],"urls":[{"id":7956896,"url":"http://dx.doi.org/10.1016/j.iheduc.2015.06.002"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718893"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718893/An_empirical_evaluation_of_ontology_based_semantic_annotators"><img alt="Research paper thumbnail of An empirical evaluation of ontology-based semantic annotators" class="work-thumbnail" src="https://attachments.academia-assets.com/40853013/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718893/An_empirical_evaluation_of_ontology_based_semantic_annotators">An empirical evaluation of ontology-based semantic annotators</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the seventh international conference on Knowledge capture - K-CAP '13</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semanti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semantic annotation of data/resources. Semantic annotation enriches unstructured and/or semistructured content with a context that is further linked to the structured domain-specific knowledge. In particular, ontologybased semantic annotators enable the selection of a specific ontology to annotate content. This paper presents results of an empirical study of recent ontology-based annotators, namely Stanbol, KIM, and SDArch. Specifically, we evaluated the robustness of these annotators with respect to specific features of ontology concepts such as the length of concepts? labels and their linguistic categories (e.g., prepositions and conjunctions). Our results show that although significantly correlated according to most of the conducted evaluations, tools still exhibit their unique features that could be a topic of new research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da146c1a3e90b58db2bb6228f19036df" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40853013,"asset_id":19718893,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40853013/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718893"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718893"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718893; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718893]").text(description); $(".js-view-count[data-work-id=19718893]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718893; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718893']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718893, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da146c1a3e90b58db2bb6228f19036df" } } $('.js-work-strip[data-work-id=19718893]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718893,"title":"An empirical evaluation of ontology-based semantic annotators","translated_title":"","metadata":{"abstract":"ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semantic annotation of data/resources. Semantic annotation enriches unstructured and/or semistructured content with a context that is further linked to the structured domain-specific knowledge. In particular, ontologybased semantic annotators enable the selection of a specific ontology to annotate content. This paper presents results of an empirical study of recent ontology-based annotators, namely Stanbol, KIM, and SDArch. Specifically, we evaluated the robustness of these annotators with respect to specific features of ontology concepts such as the length of concepts? labels and their linguistic categories (e.g., prepositions and conjunctions). Our results show that although significantly correlated according to most of the conducted evaluations, tools still exhibit their unique features that could be a topic of new research.","publication_date":{"day":null,"month":null,"year":2013,"errors":{}},"publication_name":"Proceedings of the seventh international conference on Knowledge capture - K-CAP '13"},"translated_abstract":"ABSTRACT One of the most important prerequisites for achieving the Semantic Web vision is semantic annotation of data/resources. Semantic annotation enriches unstructured and/or semistructured content with a context that is further linked to the structured domain-specific knowledge. In particular, ontologybased semantic annotators enable the selection of a specific ontology to annotate content. This paper presents results of an empirical study of recent ontology-based annotators, namely Stanbol, KIM, and SDArch. Specifically, we evaluated the robustness of these annotators with respect to specific features of ontology concepts such as the length of concepts? labels and their linguistic categories (e.g., prepositions and conjunctions). Our results show that although significantly correlated according to most of the conducted evaluations, tools still exhibit their unique features that could be a topic of new research.","internal_url":"https://www.academia.edu/19718893/An_empirical_evaluation_of_ontology_based_semantic_annotators","translated_internal_url":"","created_at":"2015-12-17T23:54:46.763-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":12133352,"work_id":19718893,"tagging_user_id":4802399,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":0,"name":"Dragan Gasevic","title":"An empirical evaluation of ontology-based semantic annotators"}],"downloadable_attachments":[{"id":40853013,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40853013/thumbnails/1.jpg","file_name":"An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper.pdf","download_url":"https://www.academia.edu/attachments/40853013/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_empirical_evaluation_of_ontology_base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40853013/An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper-libre.pdf?1450880480=\u0026response-content-disposition=attachment%3B+filename%3DAn_empirical_evaluation_of_ontology_base.pdf\u0026Expires=1732391915\u0026Signature=S5hrjuZYHdhw1Re8Ov8RHmUI~-mpG7RoX5mQhmhQgWzMS3q23nVnr8QyjsHIYSEfKz-jsgswXDa9xRVfzyZEUf0j2ftNMAxeEsBW9v4Oaa60c06VrKwbPh2zwYctfF2QfXez34Qklgqq40yYASpH2MdzyDF~nbggtBtjEhpYK7ZDVr3ovCgVeYFcaU-FOkgrFEnDZWXEaSZw7r4d-aN~6Eu4IavTocuoRdk8m0c-yBvNESzXyaqGV2YsGWPaU2augg4A4OA6e9ztskLwqOg~cfsgqSzYHrzBgx0UEPQBvp~uHpOkPqP5QaTCL8UmqMqIn0h~nPGpez-cinb1rgMyUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_empirical_evaluation_of_ontology_based_semantic_annotators","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":40853013,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40853013/thumbnails/1.jpg","file_name":"An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper.pdf","download_url":"https://www.academia.edu/attachments/40853013/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_empirical_evaluation_of_ontology_base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40853013/An_Empirical_Evaluation_of_Ontology-based_Semantic_Annotators_short_paper-libre.pdf?1450880480=\u0026response-content-disposition=attachment%3B+filename%3DAn_empirical_evaluation_of_ontology_base.pdf\u0026Expires=1732391915\u0026Signature=S5hrjuZYHdhw1Re8Ov8RHmUI~-mpG7RoX5mQhmhQgWzMS3q23nVnr8QyjsHIYSEfKz-jsgswXDa9xRVfzyZEUf0j2ftNMAxeEsBW9v4Oaa60c06VrKwbPh2zwYctfF2QfXez34Qklgqq40yYASpH2MdzyDF~nbggtBtjEhpYK7ZDVr3ovCgVeYFcaU-FOkgrFEnDZWXEaSZw7r4d-aN~6Eu4IavTocuoRdk8m0c-yBvNESzXyaqGV2YsGWPaU2augg4A4OA6e9ztskLwqOg~cfsgqSzYHrzBgx0UEPQBvp~uHpOkPqP5QaTCL8UmqMqIn0h~nPGpez-cinb1rgMyUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17767983"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17767983/Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC"><img alt="Research paper thumbnail of Roles of course facilitators, learners, and technology in the flow of information of a cMOOC" class="work-thumbnail" src="https://attachments.academia-assets.com/39698728/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17767983/Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC">Roles of course facilitators, learners, and technology in the flow of information of a cMOOC</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>The International Review of Research in Open and Distributed Learning</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="26e3b46490f4260c8fd6a1286ac0442c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39698728,"asset_id":17767983,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39698728/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17767983"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17767983"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17767983; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17767983]").text(description); $(".js-view-count[data-work-id=17767983]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17767983; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17767983']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17767983, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "26e3b46490f4260c8fd6a1286ac0442c" } } $('.js-work-strip[data-work-id=17767983]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17767983,"title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC","translated_title":"","metadata":{"doi":"10.19173/irrodl.v16i3.2170","issue":"3","volume":"16","abstract":"Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.","page_numbers":"188-217","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"The International Review of Research in Open and Distributed Learning"},"translated_abstract":"Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.","internal_url":"https://www.academia.edu/17767983/Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC","translated_internal_url":"","created_at":"2015-11-04T16:32:36.798-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8762637,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976064,"email":"s***o@icloud.com","display_order":0,"name":"Oleksandra Skrypnyk","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"},{"id":8762638,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"},{"id":8762639,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":6291456,"name":"Dragan Gasevic","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"},{"id":8762640,"work_id":17767983,"tagging_user_id":2936389,"tagged_user_id":11092817,"co_author_invite_id":null,"email":"s***r@gmail.com","display_order":7340032,"name":"Shane Dawson","title":"Roles of course facilitators, learners, and technology in the flow of information of a cMOOC"}],"downloadable_attachments":[{"id":39698728,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698728/thumbnails/1.jpg","file_name":"Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC.pdf","download_url":"https://www.academia.edu/attachments/39698728/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Roles_of_course_facilitators_learners_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698728/Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC-libre.pdf?1446683667=\u0026response-content-disposition=attachment%3B+filename%3DRoles_of_course_facilitators_learners_an.pdf\u0026Expires=1732387142\u0026Signature=cfANVMlyXImr9NjH-Fz1xGm13vX~LLl-yUtM-LLNfcVPiWeO41wNtNDePuImi0WZpwsmYnN0C6E2voaRT-9UHw-C1M6cpf~8V6-9jQd8nq1~OfQ8M8G9Z1-bPr3kr9LG4sablB~0xsNBNj8MZ8rE~DRDwXH70U5rNgO3Fn2vzL9~fnFwhSsLPZ97xtfwn8QrfUuiAZ~oYR-L5WFcsmDuLZEZSO5qlVKjGKgpmDN3rDq6Hj4HWS-OfVynh4Z89oreklVys1MuiKduO20X912yG7weFEKzmXEi4HX5IzVH~H0pgQM2BtK1KVyRxcIKAbPA8Yn0CMAG~LMXAFY-gYY6Fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC","translated_slug":"","page_count":30,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":39698728,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39698728/thumbnails/1.jpg","file_name":"Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC.pdf","download_url":"https://www.academia.edu/attachments/39698728/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Roles_of_course_facilitators_learners_an.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39698728/Skrypnyk_et_al._-_2015_-_Roles_of_course_facilitators_learners_and_technology_in_the_flow_of_information_of_a_cMOOC-libre.pdf?1446683667=\u0026response-content-disposition=attachment%3B+filename%3DRoles_of_course_facilitators_learners_an.pdf\u0026Expires=1732387142\u0026Signature=cfANVMlyXImr9NjH-Fz1xGm13vX~LLl-yUtM-LLNfcVPiWeO41wNtNDePuImi0WZpwsmYnN0C6E2voaRT-9UHw-C1M6cpf~8V6-9jQd8nq1~OfQ8M8G9Z1-bPr3kr9LG4sablB~0xsNBNj8MZ8rE~DRDwXH70U5rNgO3Fn2vzL9~fnFwhSsLPZ97xtfwn8QrfUuiAZ~oYR-L5WFcsmDuLZEZSO5qlVKjGKgpmDN3rDq6Hj4HWS-OfVynh4Z89oreklVys1MuiKduO20X912yG7weFEKzmXEi4HX5IzVH~H0pgQM2BtK1KVyRxcIKAbPA8Yn0CMAG~LMXAFY-gYY6Fw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":452263,"name":"MOOC","url":"https://www.academia.edu/Documents/in/MOOC"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[{"id":6008735,"url":"http://www.irrodl.org/index.php/irrodl/article/view/2170"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718892"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718892/Learning_Analytics_for_Networked_Learning_Models"><img alt="Research paper thumbnail of Learning Analytics for Networked Learning Models" class="work-thumbnail" src="https://attachments.academia-assets.com/42043869/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718892/Learning_Analytics_for_Networked_Learning_Models">Learning Analytics for Networked Learning Models</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7200f6368f75678953175a314941960" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043869,"asset_id":19718892,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043869/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718892"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718892"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718892; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718892]").text(description); $(".js-view-count[data-work-id=19718892]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718892; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718892']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718892, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7200f6368f75678953175a314941960" } } $('.js-work-strip[data-work-id=19718892]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718892,"title":"Learning Analytics for Networked Learning Models","translated_title":"","metadata":{"grobid_abstract":"Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and humaninformation interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to analyze their effects. Therefore, the main goal of this research is the development of a theoretical model of networked learning that allows for a comprehensive and scalable analysis of how and why learners engage in collaboration in networked communities. The proposed research method, anticipated research outcomes, and contributions to the learning analytics field are discussed.","grobid_abstract_attachment_id":42043869},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718892/Learning_Analytics_for_Networked_Learning_Models","translated_internal_url":"","created_at":"2015-12-17T23:54:46.526-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":42043869,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043869/thumbnails/1.jpg","file_name":"Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k.pdf","download_url":"https://www.academia.edu/attachments/42043869/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043869/Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393531\u0026Signature=Duyurqpb-bahHTcKAWrEkoDm3NRpq~cHwsP2BAooT4TfKHPYlGODx2Fl0~kmE3zUoJvhggO81qYSCV-9j~IbD92KbXx3jhQ2BqR6LSYZTkG~75MsqD24mSDBYzZ1g97rKw6pkX~KN6XE~6Etp3wXiA2bxgoieL-s6Ywhw6VVaAuSJDKHY-fxlVaj~K-RyqH5jRKcETXvblfppgLKXFSMuGjUwwP0j9568HLy~AKpJVCXIzJxPzwlkRv-sUVR1GezWs4LJrSfCIuOLbK7MQriOGkNyWZ4paGK1K9LE5x-pcpgSrtX140MTi3oi2h5kTsovJY435IDE3aNV8VoWWUfpQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_Analytics_for_Networked_Learning_Models","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043869,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043869/thumbnails/1.jpg","file_name":"Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k.pdf","download_url":"https://www.academia.edu/attachments/42043869/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Learning_Analytics_for_Networked_Learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043869/Learning_Analytics_for_Networked_Learnin20160204-16814-1qepo1k-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DLearning_Analytics_for_Networked_Learnin.pdf\u0026Expires=1732393531\u0026Signature=Duyurqpb-bahHTcKAWrEkoDm3NRpq~cHwsP2BAooT4TfKHPYlGODx2Fl0~kmE3zUoJvhggO81qYSCV-9j~IbD92KbXx3jhQ2BqR6LSYZTkG~75MsqD24mSDBYzZ1g97rKw6pkX~KN6XE~6Etp3wXiA2bxgoieL-s6Ywhw6VVaAuSJDKHY-fxlVaj~K-RyqH5jRKcETXvblfppgLKXFSMuGjUwwP0j9568HLy~AKpJVCXIzJxPzwlkRv-sUVR1GezWs4LJrSfCIuOLbK7MQriOGkNyWZ4paGK1K9LE5x-pcpgSrtX140MTi3oi2h5kTsovJY435IDE3aNV8VoWWUfpQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":6389914,"url":"https://www.researchgate.net/profile/Srecko_Joksimovic/publication/272092502_Learning_Analytics_for_Networked_Learning_Models/links/54dab9430cf233119bc3c798.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718891"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718891/What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry"><img alt="Research paper thumbnail of What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry" class="work-thumbnail" src="https://attachments.academia-assets.com/42043868/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718891/What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry">What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5723fd5db68df627932fb98bde30e0a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043868,"asset_id":19718891,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043868/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718891"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718891"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718891; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718891]").text(description); $(".js-view-count[data-work-id=19718891]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718891; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718891']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718891, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5723fd5db68df627932fb98bde30e0a7" } } $('.js-work-strip[data-work-id=19718891]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718891,"title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry","translated_title":"","metadata":{"grobid_abstract":"It is widely accepted that the social capital of students -developed through their participation in learning communities -has a significant impact on many aspects of the students' learning outcomes, such as academic performance, persistence, retention, program satisfaction and sense of community. However, the underlying social processes that contribute to the development of social capital are not well understood. By using the well-known Community of Inquiry (CoI) model of distance and online education, we looked into the nature of the underlying social processes, and how they relate to the development of the students' social capital. The results of our study indicate that the affective, cohesive and interactive facets of social presence significantly predict the network centrality measures commonly used for measurement of social capital.","grobid_abstract_attachment_id":42043868},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718891/What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry","translated_internal_url":"","created_at":"2015-12-17T23:54:46.448-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29350350,"work_id":19718891,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":86980,"email":"d***c@sfu.ca","display_order":0,"name":"Dragan Gasevic","title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry"},{"id":29350353,"work_id":19718891,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":1638382,"email":"m***a@open.ac.uk","display_order":4194304,"name":"Marek Hatala","title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry"},{"id":29350354,"work_id":19718891,"tagging_user_id":4802399,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":6291456,"name":"Vitomir Kovanovic","title":"What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry"}],"downloadable_attachments":[{"id":42043868,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043868/thumbnails/1.jpg","file_name":"What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw.pdf","download_url":"https://www.academia.edu/attachments/42043868/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_is_the_Source_of_Social_Capital_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043868/What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DWhat_is_the_Source_of_Social_Capital_The.pdf\u0026Expires=1732393531\u0026Signature=Zj74zTEhI9hAj2EQiBk1-m3kllJC7p7OD1AMwseP0YwCHCs46Tj-5zI2QsJMmT7joZQrnnl6PH6j8rg6MZIuQjJiUM5C6NeBoCgjpCIIDjihokrj3f3CAQYE2ujz1BHIlpUikUD8yu8ZZg6YXF68kMqOkIQaxTlM9BqdDpMwb5jn3SfMbKds5JkZfd3tyJZr~wWfCzz1CSLVWCHHRpNx-Q09uB8Er2EcraIAhJ4u8x76reRNnCLz1EINNv7aNGg0fMdQKXbHVQF9aL8ZbC-TeXonWCsbgPy5izeXadGwfWsJ9fXcR-oyN8KX9oh7N5Z6WaIBjNwxjkEGFSY9hlynkA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"What_is_the_Source_of_Social_Capital_The_Association_between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043868,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043868/thumbnails/1.jpg","file_name":"What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw.pdf","download_url":"https://www.academia.edu/attachments/42043868/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"What_is_the_Source_of_Social_Capital_The.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043868/What_is_the_Source_of_Social_Capital_The20160204-16814-8k7hw-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DWhat_is_the_Source_of_Social_Capital_The.pdf\u0026Expires=1732393531\u0026Signature=Zj74zTEhI9hAj2EQiBk1-m3kllJC7p7OD1AMwseP0YwCHCs46Tj-5zI2QsJMmT7joZQrnnl6PH6j8rg6MZIuQjJiUM5C6NeBoCgjpCIIDjihokrj3f3CAQYE2ujz1BHIlpUikUD8yu8ZZg6YXF68kMqOkIQaxTlM9BqdDpMwb5jn3SfMbKds5JkZfd3tyJZr~wWfCzz1CSLVWCHHRpNx-Q09uB8Er2EcraIAhJ4u8x76reRNnCLz1EINNv7aNGg0fMdQKXbHVQF9aL8ZbC-TeXonWCsbgPy5izeXadGwfWsJ9fXcR-oyN8KX9oh7N5Z6WaIBjNwxjkEGFSY9hlynkA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":17909,"name":"Social Presence","url":"https://www.academia.edu/Documents/in/Social_Presence"},{"id":29756,"name":"Social Network Analysis (Social Sciences)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_Social_Sciences_"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"}],"urls":[{"id":6389913,"url":"https://www.researchgate.net/profile/Vitomir_Kovanovic/publication/263852006_What_is_the_Source_of_Social_Capital_The_Association_Between_Social_Network_Position_and_Social_Presence_in_Communities_of_Inquiry/links/00b4953c1da1c3c457000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718890"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718890/Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions"><img alt="Research paper thumbnail of Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions" class="work-thumbnail" src="https://attachments.academia-assets.com/42043870/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718890/Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions">Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c3a1f3813b0491358908b4db0f86928d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043870,"asset_id":19718890,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043870/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718890"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718890"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718890; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718890]").text(description); $(".js-view-count[data-work-id=19718890]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718890; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718890']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718890, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c3a1f3813b0491358908b4db0f86928d" } } $('.js-work-strip[data-work-id=19718890]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718890,"title":"Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions","translated_title":"","metadata":{"grobid_abstract":"Benefits of social interaction for learning have widely been recognized in educational research and practice. The existing body of research knowledge in computer supported collaborative learning (CSCL) offers numerous practical approaches that can enhance educational experience in online group activities. The Community of Inquiry (CoI) model is one of the best-researched frameworks that comprehensively explains different dimensions of online learning in communities of inquiry. However, individual differences, well-established in educational psychology to affect learning (e.g., emotions, motivation and working memory capacity), have received much less attention in the CSCL and CoI research published to date. This paper reports on the findings of a study that investigated linguistic features of online discussion transcripts coded by the four levels of cognitive presence -a CoI dimension that explains the extent to which a community can construct meaning from the initial practical inquiry to the eventual problem resolution. The automated linguistic analysis, conducted by using the Linguistic Inquiry and Word Count (LIWC) framework, revealed that certain word categories -reported previously in the literature as accurate indicators of specific psychological characteristics -had distinct distributions for each level of cognitive presence of the CoI framework. The most significant finding of the study is that linguistic proxies of increased cognitive load have unique representation patterns across the four levels of cognitive presence. Consequently, this study legitimizes more research on individual differences in general and on cognitive load theory in particular in communities of inquiry. The paper also discusses implications for educational research, practice, and technology.","grobid_abstract_attachment_id":42043870},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718890/Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions","translated_internal_url":"","created_at":"2015-12-17T23:54:46.340-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":42043870,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043870/thumbnails/1.jpg","file_name":"Psychological_characteristics_in_cogniti20160204-7902-14gwngs.pdf","download_url":"https://www.academia.edu/attachments/42043870/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychological_characteristics_in_cogniti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043870/Psychological_characteristics_in_cogniti20160204-7902-14gwngs-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DPsychological_characteristics_in_cogniti.pdf\u0026Expires=1732393531\u0026Signature=X0qlKr8mJhA2qQc7Us1SZFtvDswvqJS8cZ8INI50h3FyJ0rdbzqIFsN2KSB4gGqCaBlzjtB-7mx9V1KxtgZPhKxtktvMphejqxY7L8rBIj78XKwt044mjF2eHrG1zrKSPpJk25V4w013QnFCu0rwcZtQ21VoIZK5Sod3Y~hojq3bH9TEacWacsmmznr4erh-Y2dhu-tav67u5WQSvDzVdgwoZvoCUvZaUCNOODuBmsernGtfEzyWEKsxO5UOIonXukxJYEFoi-UiTBeIYvInjZImY3tPpykqlvCPffZ890GSA-J2IANsxuxa02gKC1oI-yvXMyw60mV1b7BB034vsg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions","translated_slug":"","page_count":26,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043870,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043870/thumbnails/1.jpg","file_name":"Psychological_characteristics_in_cogniti20160204-7902-14gwngs.pdf","download_url":"https://www.academia.edu/attachments/42043870/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Psychological_characteristics_in_cogniti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043870/Psychological_characteristics_in_cogniti20160204-7902-14gwngs-libre.pdf?1454593969=\u0026response-content-disposition=attachment%3B+filename%3DPsychological_characteristics_in_cogniti.pdf\u0026Expires=1732393531\u0026Signature=X0qlKr8mJhA2qQc7Us1SZFtvDswvqJS8cZ8INI50h3FyJ0rdbzqIFsN2KSB4gGqCaBlzjtB-7mx9V1KxtgZPhKxtktvMphejqxY7L8rBIj78XKwt044mjF2eHrG1zrKSPpJk25V4w013QnFCu0rwcZtQ21VoIZK5Sod3Y~hojq3bH9TEacWacsmmznr4erh-Y2dhu-tav67u5WQSvDzVdgwoZvoCUvZaUCNOODuBmsernGtfEzyWEKsxO5UOIonXukxJYEFoi-UiTBeIYvInjZImY3tPpykqlvCPffZ890GSA-J2IANsxuxa02gKC1oI-yvXMyw60mV1b7BB034vsg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":6389915,"url":"https://www.researchgate.net/profile/Srecko_Joksimovic/publication/260995917_Psychological_characteristics_in_cognitive_presence_of_communities_of_inquiry_A_linguistic_analysis_of_online_discussions/links/5492fa700cf2213b86cbb644.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718889"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19718889/Automated_cognitive_presence_detection_in_online_discussion_transcripts"><img alt="Research paper thumbnail of Automated cognitive presence detection in online discussion transcripts" class="work-thumbnail" src="https://attachments.academia-assets.com/42043871/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19718889/Automated_cognitive_presence_detection_in_online_discussion_transcripts">Automated cognitive presence detection in online discussion transcripts</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3046e982d459386d03cc5eabd4a3b068" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":42043871,"asset_id":19718889,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/42043871/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718889"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718889"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718889; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718889]").text(description); $(".js-view-count[data-work-id=19718889]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718889; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718889']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718889, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3046e982d459386d03cc5eabd4a3b068" } } $('.js-work-strip[data-work-id=19718889]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718889,"title":"Automated cognitive presence detection in online discussion transcripts","translated_title":"","metadata":{"grobid_abstract":"In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen's Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.","grobid_abstract_attachment_id":42043871},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718889/Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_internal_url":"","created_at":"2015-12-17T23:54:46.256-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29350351,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":2141470,"email":"g***c@yahoo.com","display_order":0,"name":"Dragan Gašević","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":29350355,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":86980,"email":"d***c@sfu.ca","display_order":4194304,"name":"Dragan Gasevic","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":29350369,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":null,"co_author_invite_id":1638382,"email":"m***a@open.ac.uk","display_order":6291456,"name":"Marek Hatala","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":29350370,"work_id":19718889,"tagging_user_id":4802399,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":7340032,"name":"Vitomir Kovanovic","title":"Automated cognitive presence detection in online discussion transcripts"}],"downloadable_attachments":[{"id":42043871,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043871/thumbnails/1.jpg","file_name":"Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5.pdf","download_url":"https://www.academia.edu/attachments/42043871/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043871/Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5-libre.pdf?1454593968=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732393531\u0026Signature=XKiWQWMDEraKQ0EAOzQ02kvbApxHUxWLxbdBlxzRMDYXsAojINjM-uqe0ssgSlzRzHzoVq3ZPQn9s2Llz9WQkXZDYbSBneDR8R3643MZiu7xP7bOS95Zek-0RvV~ShG67cdw08pBsobdVEsTH0xGuqiHHMbFd3lFdJ3iEAH1uBptJ7kzSAMvQSIIq25bhEWGALGH-RhrjaZL-KUdnZSQJoYEGDf2HZZZk20G9qvfs~n1SvPRcvsez2305prSJP4CTZ3DSAJXqjLwkRyOsbwFJLJ66hxdzs-H6EVu~hZZsVeavsEOfuT6sRmdDQRwnRUtBfVpOK6bnpAN7AEDZH2nxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[{"id":42043871,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/42043871/thumbnails/1.jpg","file_name":"Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5.pdf","download_url":"https://www.academia.edu/attachments/42043871/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/42043871/Automated_Cognitive_Presence_Detection_i20160204-27521-m0yjp5-libre.pdf?1454593968=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732393531\u0026Signature=XKiWQWMDEraKQ0EAOzQ02kvbApxHUxWLxbdBlxzRMDYXsAojINjM-uqe0ssgSlzRzHzoVq3ZPQn9s2Llz9WQkXZDYbSBneDR8R3643MZiu7xP7bOS95Zek-0RvV~ShG67cdw08pBsobdVEsTH0xGuqiHHMbFd3lFdJ3iEAH1uBptJ7kzSAMvQSIIq25bhEWGALGH-RhrjaZL-KUdnZSQJoYEGDf2HZZZk20G9qvfs~n1SvPRcvsez2305prSJP4CTZ3DSAJXqjLwkRyOsbwFJLJ66hxdzs-H6EVu~hZZsVeavsEOfuT6sRmdDQRwnRUtBfVpOK6bnpAN7AEDZH2nxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning"},{"id":3268,"name":"Computational Linguistics","url":"https://www.academia.edu/Documents/in/Computational_Linguistics"},{"id":5639,"name":"Text Mining","url":"https://www.academia.edu/Documents/in/Text_Mining"},{"id":51829,"name":"Text Classification","url":"https://www.academia.edu/Documents/in/Text_Classification"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":193254,"name":"SVM classifier","url":"https://www.academia.edu/Documents/in/SVM_classifier"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"}],"urls":[{"id":6389919,"url":"https://www.researchgate.net/profile/Vitomir_Kovanovic/publication/263852004_Automated_Cognitive_Presence_Detection_in_Online_Discussion_Transcripts/links/0f31753c1d972d3ba5000000.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19718888"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/19718888/Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications"><img alt="Research paper thumbnail of Ontology Learning to Analyze Research Trends in Learning Analytics Publications" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/19718888/Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications">Ontology Learning to Analyze Research Trends in Learning Analytics Publications</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19718888"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19718888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19718888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19718888]").text(description); $(".js-view-count[data-work-id=19718888]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19718888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19718888']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19718888, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=19718888]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19718888,"title":"Ontology Learning to Analyze Research Trends in Learning Analytics Publications","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/19718888/Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications","translated_internal_url":"","created_at":"2015-12-17T23:54:46.167-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4802399,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Ontology_Learning_to_Analyze_Research_Trends_in_Learning_Analytics_Publications","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":4802399,"first_name":"Srecko","middle_initials":null,"last_name":"Joksimovic","page_name":"SreckoJoksimovic","domain_name":"independent","created_at":"2013-07-10T06:36:46.386-07:00","display_name":"Srecko Joksimovic","url":"https://independent.academia.edu/SreckoJoksimovic"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19675385"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19675385/Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative"><img alt="Research paper thumbnail of Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative" class="work-thumbnail" src="https://attachments.academia-assets.com/40777319/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19675385/Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative">Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10c733fcff1b332d930e2656ba53ced2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40777319,"asset_id":19675385,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40777319/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19675385"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19675385"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19675385; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19675385]").text(description); $(".js-view-count[data-work-id=19675385]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19675385; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19675385']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19675385, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10c733fcff1b332d930e2656ba53ced2" } } $('.js-work-strip[data-work-id=19675385]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19675385,"title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative","translated_title":"","metadata":{"grobid_abstract":"This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. The submissions -266 in Phase 1, out of which 78 was recommended for resubmission in the extended form in Phase 2, and finally, 28 funded -were analyzed by applying conventional and automated content analysis methods as well as citation network analysis methods. The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria. The theme of social learning received the greatest interest and had the highest success in attracting funding. The submissions that planned on using learning analytics methods were more successful. The use of mixed methods was by far the most popular. Design-based research methods were also suggested commonly, but the questions about their applicability arose regarding the feasibility to perform multiple iterations in the MOOC context and rather a limited focus on technological support for interventions. The submissions were dominated by the researchers from the field of education (75% of the accepted proposals). Not only was this a possible cause of a complete lack of success of the educational technology innovation theme, but it could be a worrying sign of the fragmentation in the research community and the need to increased efforts towards enhancing interdisciplinarity.","grobid_abstract_attachment_id":40777319},"translated_abstract":null,"internal_url":"https://www.academia.edu/19675385/Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative","translated_internal_url":"","created_at":"2015-12-15T16:10:54.395-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":170672,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":11946268,"work_id":19675385,"tagging_user_id":170672,"tagged_user_id":93894,"co_author_invite_id":null,"email":"g***s@elearnspace.org","affiliation":"Athabasca University","display_order":0,"name":"George Siemens","title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative"},{"id":11946269,"work_id":19675385,"tagging_user_id":170672,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":4194304,"name":"Vitomir Kovanovic","title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative"},{"id":11946270,"work_id":19675385,"tagging_user_id":170672,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":6291456,"name":"Srecko Joksimovic","title":"Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative"}],"downloadable_attachments":[{"id":40777319,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777319/thumbnails/1.jpg","file_name":"1954-15545-1-PB.pdf","download_url":"https://www.academia.edu/attachments/40777319/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Where_is_research_on_massive_open_online.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777319/1954-15545-1-PB-libre.pdf?1450224759=\u0026response-content-disposition=attachment%3B+filename%3DWhere_is_research_on_massive_open_online.pdf\u0026Expires=1732391916\u0026Signature=WVB4AHGZBU6ee4Bs0FDdRhQSn~jf9JfxCRh8SRsKdsZ27fyMidEc1LL4oSUCbiUfRuHLREpnt70IH47BqMeGegRD7wuZJ9N5nnYD8qqiKVjVF07OQU0kepY7rR7219~qgzLCOXYz-WekzBGMq9HLCEGZCosCdPEti1j3sSxd78kSxFUf56x2YepKwtDhTgdqi8so7wsidRar5dOjTzHd6ft54F0r-UuHuMkQ2aP1qHJInuMfyqNJ8nJRt2SasvRjQfG~114Ohnq710p7k8jpZRzdSqGOOrqQeXtY9dYhahP~dw8n6xyq9D4xfGntNwQ9qXlCpqARdsaxp7XEfWgd3w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Where_is_research_on_massive_open_online_courses_headed_A_data_analysis_of_the_MOOC_Research_Initiative","translated_slug":"","page_count":43,"language":"en","content_type":"Work","owner":{"id":170672,"first_name":"Dragan","middle_initials":null,"last_name":"Gasevic","page_name":"DraganGasevic","domain_name":"edinburgh","created_at":"2010-04-15T05:10:19.481-07:00","display_name":"Dragan Gasevic","url":"https://edinburgh.academia.edu/DraganGasevic"},"attachments":[{"id":40777319,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777319/thumbnails/1.jpg","file_name":"1954-15545-1-PB.pdf","download_url":"https://www.academia.edu/attachments/40777319/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Where_is_research_on_massive_open_online.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777319/1954-15545-1-PB-libre.pdf?1450224759=\u0026response-content-disposition=attachment%3B+filename%3DWhere_is_research_on_massive_open_online.pdf\u0026Expires=1732391916\u0026Signature=WVB4AHGZBU6ee4Bs0FDdRhQSn~jf9JfxCRh8SRsKdsZ27fyMidEc1LL4oSUCbiUfRuHLREpnt70IH47BqMeGegRD7wuZJ9N5nnYD8qqiKVjVF07OQU0kepY7rR7219~qgzLCOXYz-WekzBGMq9HLCEGZCosCdPEti1j3sSxd78kSxFUf56x2YepKwtDhTgdqi8so7wsidRar5dOjTzHd6ft54F0r-UuHuMkQ2aP1qHJInuMfyqNJ8nJRt2SasvRjQfG~114Ohnq710p7k8jpZRzdSqGOOrqQeXtY9dYhahP~dw8n6xyq9D4xfGntNwQ9qXlCpqARdsaxp7XEfWgd3w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":2553,"name":"Social Networking","url":"https://www.academia.edu/Documents/in/Social_Networking"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":13739,"name":"Social Network Analysis (SNA)","url":"https://www.academia.edu/Documents/in/Social_Network_Analysis_SNA_"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19675371"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19675371/Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions"><img alt="Research paper thumbnail of Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions" class="work-thumbnail" src="https://attachments.academia-assets.com/40777299/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19675371/Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions">Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://edinburgh.academia.edu/DraganGasevic">Dragan Gasevic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://wsu.academia.edu/OlusolaAdesope">Olusola Adesope</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper describes a study that looked at the effects of different teaching presence approaches...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student online discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-online course (N = 82) using six offerings of the course. After performing a quantitative content analysis of online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74cc681c4e939f6c836510e45caa417a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40777299,"asset_id":19675371,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40777299/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19675371"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19675371"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19675371; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19675371]").text(description); $(".js-view-count[data-work-id=19675371]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19675371; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19675371']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19675371, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74cc681c4e939f6c836510e45caa417a" } } $('.js-work-strip[data-work-id=19675371]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19675371,"title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions","translated_title":"","metadata":{"abstract":"This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student online discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-online course (N = 82) using six offerings of the course. After performing a quantitative content analysis of online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications."},"translated_abstract":"This paper describes a study that looked at the effects of different teaching presence approaches in communities of inquiry, and ways in which student–student online discussions with high levels of cognitive presence can be designed. Specifically, this paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. We conducted a quasi-experimental study in a fully-online course (N = 82) using six offerings of the course. After performing a quantitative content analysis of online discussion transcripts, a multilevel linear modeling analysis showed the significant positive effects of both externally-facilitated regulation scaffolding and role assignment on the level of cognitive presence. Specifically, the results showed that externally-facilitated regulation scaffolding had a higher effect on cognitive presence than extrinsically induced motivation through grades. The results showed the effectiveness of role assignment to facilitate a high-level of cognitive presence. More importantly, the results showed a significant effect of the interaction between externally-facilitated regulation scaffolding and role assignment on cognitive presence. The paper concludes with a discussion of practical and theoretical implications.","internal_url":"https://www.academia.edu/19675371/Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions","translated_internal_url":"","created_at":"2015-12-15T16:08:13.881-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":170672,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":11946238,"work_id":19675371,"tagging_user_id":170672,"tagged_user_id":2936389,"co_author_invite_id":null,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":0,"name":"Vitomir Kovanovic","title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions"},{"id":11946239,"work_id":19675371,"tagging_user_id":170672,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":4194304,"name":"Srecko Joksimovic","title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions"},{"id":11946240,"work_id":19675371,"tagging_user_id":170672,"tagged_user_id":298471,"co_author_invite_id":null,"email":"o***e@wsu.edu","affiliation":"Washington State University","display_order":6291456,"name":"Olusola Adesope","title":"Externally-facilitated Regulation Scaffolding and Role Assignment to develop Cognitive Presence in Asynchronous Online Discussions"}],"downloadable_attachments":[{"id":40777299,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777299/thumbnails/1.jpg","file_name":"1-s2.0-S1096751614000700-main.pdf","download_url":"https://www.academia.edu/attachments/40777299/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Externally_facilitated_Regulation_Scaffo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777299/1-s2.0-S1096751614000700-main-libre.pdf?1450224409=\u0026response-content-disposition=attachment%3B+filename%3DExternally_facilitated_Regulation_Scaffo.pdf\u0026Expires=1732345098\u0026Signature=dVm5xPzNfaHUV9LiF4cAPc92Tu1ScquvF6YlJ9718qeE4bDJpkkS13nUKTKVkXW39G5KRDdQvKqIKs7XgyHC1icu13a4H3zsxHbVjHv9gmk90mzdOIlNa1bqms7NxKs~qle~Mv0CragljvW8pTt2iTEqJdzmBGJUJMFGSQuQfaFQuOy2xAHZI90NGAwmtGPDKTqn-ydBUfgPH8erw5Ej~tjLx0Q4WXFaK085NCLsR5utI1d7hb4IpY6qhsFa6OE4TBGHAH31LIXsHVY~yWqoVoiHkiBWRjv~UVhcNJRDwy67-hdr5JFHOs5zUYX53Uv~gURQSiVfrX9NVRyAMLXugA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Externally_facilitated_Regulation_Scaffolding_and_Role_Assignment_to_develop_Cognitive_Presence_in_Asynchronous_Online_Discussions","translated_slug":"","page_count":13,"language":"en","content_type":"Work","owner":{"id":170672,"first_name":"Dragan","middle_initials":null,"last_name":"Gasevic","page_name":"DraganGasevic","domain_name":"edinburgh","created_at":"2010-04-15T05:10:19.481-07:00","display_name":"Dragan Gasevic","url":"https://edinburgh.academia.edu/DraganGasevic"},"attachments":[{"id":40777299,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40777299/thumbnails/1.jpg","file_name":"1-s2.0-S1096751614000700-main.pdf","download_url":"https://www.academia.edu/attachments/40777299/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Externally_facilitated_Regulation_Scaffo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40777299/1-s2.0-S1096751614000700-main-libre.pdf?1450224409=\u0026response-content-disposition=attachment%3B+filename%3DExternally_facilitated_Regulation_Scaffo.pdf\u0026Expires=1732345098\u0026Signature=dVm5xPzNfaHUV9LiF4cAPc92Tu1ScquvF6YlJ9718qeE4bDJpkkS13nUKTKVkXW39G5KRDdQvKqIKs7XgyHC1icu13a4H3zsxHbVjHv9gmk90mzdOIlNa1bqms7NxKs~qle~Mv0CragljvW8pTt2iTEqJdzmBGJUJMFGSQuQfaFQuOy2xAHZI90NGAwmtGPDKTqn-ydBUfgPH8erw5Ej~tjLx0Q4WXFaK085NCLsR5utI1d7hb4IpY6qhsFa6OE4TBGHAH31LIXsHVY~yWqoVoiHkiBWRjv~UVhcNJRDwy67-hdr5JFHOs5zUYX53Uv~gURQSiVfrX9NVRyAMLXugA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":5969,"name":"Computer Supported Collaborative Learning","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning"},{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning"},{"id":9967,"name":"Software Engineering education","url":"https://www.academia.edu/Documents/in/Software_Engineering_education"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6544587" id="workshoppapers"><div class="js-work-strip profile--work_container" data-work-id="31464200"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31464200/Automated_cognitive_presence_detection_in_online_discussion_transcripts"><img alt="Research paper thumbnail of Automated cognitive presence detection in online discussion transcripts" class="work-thumbnail" src="https://attachments.academia-assets.com/51819955/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31464200/Automated_cognitive_presence_detection_in_online_discussion_transcripts">Automated cognitive presence detection in online discussion transcripts</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning Analytics and Knowledge (LAK'14)</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this paper we present the results of an exploratory study that examined the use of text mining...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen’s Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fe03bf5b8254e8dcb697541403aaefbc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51819955,"asset_id":31464200,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51819955/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31464200"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31464200"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31464200; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31464200]").text(description); $(".js-view-count[data-work-id=31464200]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31464200; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31464200']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31464200, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fe03bf5b8254e8dcb697541403aaefbc" } } $('.js-work-strip[data-work-id=31464200]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31464200,"title":"Automated cognitive presence detection in online discussion transcripts","translated_title":"","metadata":{"abstract":"In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen’s Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning Analytics and Knowledge (LAK'14)"},"translated_abstract":"In this paper we present the results of an exploratory study that examined the use of text mining and text classification for the automation of the content analysis of discussion transcripts within the context of distance education. We used Community of Inquiry (CoI) framework and focused on the content analysis of the cognitive presence construct given its central position within the CoI model. Our results demonstrate the potentials of proposed approach; The developed classifier achieved 58.4% accuracy and Cohen’s Kappa of 0.41 for the 5-category classification task. In this paper we analyze different classification features and describe the main problems and lessons learned from the development of such a system. Furthermore, we analyzed the use of several novel classification features that are based on the specifics of cognitive presence construct and our results indicate that some of them significantly improve classification accuracy.","internal_url":"https://www.academia.edu/31464200/Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_internal_url":"","created_at":"2017-02-16T04:08:33.040-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":27644427,"work_id":31464200,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":27644428,"work_id":31464200,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":2,"name":"Dragan Gasevic","title":"Automated cognitive presence detection in online discussion transcripts"},{"id":27644429,"work_id":31464200,"tagging_user_id":2936389,"tagged_user_id":53568603,"co_author_invite_id":null,"email":"m***a@telus.net","display_order":3,"name":"Marek Hatala","title":"Automated cognitive presence detection in online discussion transcripts"}],"downloadable_attachments":[{"id":51819955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51819955/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D.pdf","download_url":"https://www.academia.edu/attachments/51819955/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51819955/Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D-libre.pdf?1487248783=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732387144\u0026Signature=FdSGY6jJQ8MkNGCsYa7GbEm~ik-HnsKL5mcnzAXnkLhYgAKl03ObZplpLJ54tPZ-leKd5ArLYVW~~1DDi8juUHhF4rITcWswAYvbBqtO5E6~9jU-xhgAR2uQKvWXqZc8GCj4ah6Omxz-fEs8DhOvbPo-l4YW7wGu-3q554QrbGWubUYOx5nmYsnP8Hn-pT9Qev0ntRayaDR9Ojjdux3h53HtLbyihFZm8hOXgj7r28n-N1HvQV8jQNQ~AdH96ktpTQnrjATlxsW-gova7dOgPpWO0oAGmW4CiEnXv2~Zvsb9gT9lxt0If2EYK7~6ezyDonFk8UAI30abj2VpLv7eOA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Automated_cognitive_presence_detection_in_online_discussion_transcripts","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51819955,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51819955/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D.pdf","download_url":"https://www.academia.edu/attachments/51819955/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Automated_cognitive_presence_detection_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51819955/Kovanovic_et_al._-_2014_-_Automated_Cognitive_Presence_Detection_in_Online_D-libre.pdf?1487248783=\u0026response-content-disposition=attachment%3B+filename%3DAutomated_cognitive_presence_detection_i.pdf\u0026Expires=1732387144\u0026Signature=FdSGY6jJQ8MkNGCsYa7GbEm~ik-HnsKL5mcnzAXnkLhYgAKl03ObZplpLJ54tPZ-leKd5ArLYVW~~1DDi8juUHhF4rITcWswAYvbBqtO5E6~9jU-xhgAR2uQKvWXqZc8GCj4ah6Omxz-fEs8DhOvbPo-l4YW7wGu-3q554QrbGWubUYOx5nmYsnP8Hn-pT9Qev0ntRayaDR9Ojjdux3h53HtLbyihFZm8hOXgj7r28n-N1HvQV8jQNQ~AdH96ktpTQnrjATlxsW-gova7dOgPpWO0oAGmW4CiEnXv2~Zvsb9gT9lxt0If2EYK7~6ezyDonFk8UAI30abj2VpLv7eOA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning"},{"id":3268,"name":"Computational Linguistics","url":"https://www.academia.edu/Documents/in/Computational_Linguistics"},{"id":5639,"name":"Text Mining","url":"https://www.academia.edu/Documents/in/Text_Mining"},{"id":51829,"name":"Text Classification","url":"https://www.academia.edu/Documents/in/Text_Classification"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":193254,"name":"SVM classifier","url":"https://www.academia.edu/Documents/in/SVM_classifier"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"}],"urls":[{"id":7957164,"url":"http://ceur-ws.org/Vol-1137/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6544589" id="conferencepapers"><div class="js-work-strip profile--work_container" data-work-id="33288349"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33288349/A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments"><img alt="Research paper thumbnail of A data-driven method for the detection of close submitters in online learning environments" class="work-thumbnail" src="https://attachments.academia-assets.com/53354939/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33288349/A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments">A data-driven method for the detection of close submitters in online learning environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/Jos%C3%A9ARuip%C3%A9rezValiente">José A. Ruipérez-Valiente</a></span></div><div class="wp-workCard_item"><span>Proceedings of the 26th International Conference on World Wide Web Companion</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Online learning has become very popular over the last decade. However, there are still many detai...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cfd3dd1cdbf62a9293772ceb65117813" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53354939,"asset_id":33288349,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53354939/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33288349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33288349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33288349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33288349]").text(description); $(".js-view-count[data-work-id=33288349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33288349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33288349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 33288349, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cfd3dd1cdbf62a9293772ceb65117813" } } $('.js-work-strip[data-work-id=33288349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33288349,"title":"A data-driven method for the detection of close submitters in online learning environments","translated_title":"","metadata":{"doi":"10.1145/3041021.3054161","abstract":"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.","location":"Republic and Canton of Geneva, Switzerland","publisher":"International World Wide Web Conferences Steering Committee","page_numbers":"361-368","publication_name":"Proceedings of the 26th International Conference on World Wide Web Companion"},"translated_abstract":"Online learning has become very popular over the last decade. However, there are still many details that remain unknown about the strategies that students follow while studying online. In this study, we focus on the direction of detecting 'invisible' collaboration ties between students in online learning environments. Specifically, the paper presents a method developed to detect student ties based on temporal proximity of their assignment submissions. The paper reports on findings of a study that made use of the proposed method to investigate the presence of close submitters in two different massive open online courses. The results show that most of the students (i.e., student user accounts) were grouped as couples, though some bigger communities were also detected. The study also compared the population detected by the algorithm with the rest of user accounts and found that close submitters needed a statistically significant lower amount of activity with the platform to achieve a certificate of completion in a MOOC. These results confirm that the detected close submitters were performing some collaboration or even engaged in unethical behaviors, which facilitates their way into a certificate. However, more work is required in the future to specify various strategies adopted by close submitters and possible associations between the user accounts.","internal_url":"https://www.academia.edu/33288349/A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments","translated_internal_url":"","created_at":"2017-06-01T05:14:26.831-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":29183319,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183320,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":65308960,"co_author_invite_id":6341910,"email":"j***e@it.uc3m.es","display_order":2,"name":"José A. Ruipérez-Valiente","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183321,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":3,"name":"Dragan Gasevic","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183322,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":203155,"co_author_invite_id":null,"email":"p***e@it.uc3m.es","affiliation":"Universidad Carlos III de Madrid","display_order":4,"name":"Pedro Muñoz-Merino","title":"A data-driven method for the detection of close submitters in online learning environments"},{"id":29183323,"work_id":33288349,"tagging_user_id":2936389,"tagged_user_id":202819,"co_author_invite_id":null,"email":"c***k@it.uc3m.es","affiliation":"Universidad Carlos III de Madrid","display_order":5,"name":"Carlos Delgado Kloos","title":"A data-driven method for the detection of close submitters in online learning environments"}],"downloadable_attachments":[{"id":53354939,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53354939/thumbnails/1.jpg","file_name":"Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su.pdf","download_url":"https://www.academia.edu/attachments/53354939/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_data_driven_method_for_the_detection_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53354939/Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su-libre.pdf?1496319612=\u0026response-content-disposition=attachment%3B+filename%3DA_data_driven_method_for_the_detection_o.pdf\u0026Expires=1732387143\u0026Signature=V-2hBwlDo2xRH4BbK9ZglPjT5dpbeysj2Ofpt0v4-uy0qb8OIz2Zu4CVZUZbSXsUNT4LpkHIUrOCRHDKQ4X9RwkkZ7ATIQ9kxtwGIlR~fwG56BGaIdTLv3sPegocN6j~pqNu0vQ~1WLSUhUtYFX6vL64HEi1d6HQTq9ymQfmwE20JSbqMMEH2e~E56jihn10x~VPhuCsCJ8hFX--HeUsCbil9R8v23~1el609m8uRBNYim42bveg1hTBSW3vGcR4pEdVdY1UAEYy344X8syQGkWRYZDivhjnalai4vaZKQfyeI6N09ksXrkuAkr9ligi8-ofwLV~kEOctQUqBMaetw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_data_driven_method_for_the_detection_of_close_submitters_in_online_learning_environments","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":53354939,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53354939/thumbnails/1.jpg","file_name":"Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su.pdf","download_url":"https://www.academia.edu/attachments/53354939/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_data_driven_method_for_the_detection_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53354939/Ruiperez-Valiente_et_al._-_2017_-_A_data-driven_method_for_the_detection_of_close_su-libre.pdf?1496319612=\u0026response-content-disposition=attachment%3B+filename%3DA_data_driven_method_for_the_detection_o.pdf\u0026Expires=1732387143\u0026Signature=V-2hBwlDo2xRH4BbK9ZglPjT5dpbeysj2Ofpt0v4-uy0qb8OIz2Zu4CVZUZbSXsUNT4LpkHIUrOCRHDKQ4X9RwkkZ7ATIQ9kxtwGIlR~fwG56BGaIdTLv3sPegocN6j~pqNu0vQ~1WLSUhUtYFX6vL64HEi1d6HQTq9ymQfmwE20JSbqMMEH2e~E56jihn10x~VPhuCsCJ8hFX--HeUsCbil9R8v23~1el609m8uRBNYim42bveg1hTBSW3vGcR4pEdVdY1UAEYy344X8syQGkWRYZDivhjnalai4vaZKQfyeI6N09ksXrkuAkr9ligi8-ofwLV~kEOctQUqBMaetw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":8679,"name":"Computer Supported Collaborative Learning (CSCL)","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":23995,"name":"Educational Data Mining","url":"https://www.academia.edu/Documents/in/Educational_Data_Mining"},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning"},{"id":67833,"name":"Academic Dishonesty","url":"https://www.academia.edu/Documents/in/Academic_Dishonesty"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31455026"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455026/MOOCs_in_the_news_A_European_perspective"><img alt="Research paper thumbnail of MOOCs in the news: A European perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/51812966/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455026/MOOCs_in_the_news_A_European_perspective">MOOCs in the news: A European perspective</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the 2015 HOME Conference</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of the general public. To leverage from attention given to MOOCs, understanding of public discourse is essential, as it can give critical insights into the important domains of biggest societal interests. Prevoius research showed the great need for understanding specifics of MOOC adoption around the world and the necessity to better cater to the needs of different markets. With this in mind, this paper presents study that looked specificially at the Europe-related MOOC discourse between 2008 and 2015. We identified important themes in the MOOC public discourse and evaluated their changes over time. Further implications of our findings are also discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="111d4ba9bca8bf312f7b09175dab31f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51812966,"asset_id":31455026,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51812966/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455026"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455026"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455026; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455026]").text(description); $(".js-view-count[data-work-id=31455026]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455026; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455026']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455026, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "111d4ba9bca8bf312f7b09175dab31f5" } } $('.js-work-strip[data-work-id=31455026]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455026,"title":"MOOCs in the news: A European perspective","translated_title":"","metadata":{"abstract":"Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of the general public. To leverage from attention given to MOOCs, understanding of public discourse is essential, as it can give critical insights into the important domains of biggest societal interests. Prevoius research showed the great need for understanding specifics of MOOC adoption around the world and the necessity to better cater to the needs of different markets. With this in mind, this paper presents study that looked specificially at the Europe-related MOOC discourse between 2008 and 2015. We identified important themes in the MOOC public discourse and evaluated their changes over time. Further implications of our findings are also discussed.","location":"Rome Italy","organization":"EADTU","page_numbers":"36–48","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Proceedings of the 2015 HOME Conference"},"translated_abstract":"Recent development of Massive Open Online Courses (MOOcs) commenced unprescendented interest of the general public. To leverage from attention given to MOOCs, understanding of public discourse is essential, as it can give critical insights into the important domains of biggest societal interests. Prevoius research showed the great need for understanding specifics of MOOC adoption around the world and the necessity to better cater to the needs of different markets. With this in mind, this paper presents study that looked specificially at the Europe-related MOOC discourse between 2008 and 2015. We identified important themes in the MOOC public discourse and evaluated their changes over time. Further implications of our findings are also discussed.","internal_url":"https://www.academia.edu/31455026/MOOCs_in_the_news_A_European_perspective","translated_internal_url":"","created_at":"2017-02-15T16:50:42.566-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27633949,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"MOOCs in the news: A European perspective"},{"id":27633953,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":57995684,"co_author_invite_id":null,"email":"g***s@gmail.com","display_order":2,"name":"George Siemens","title":"MOOCs in the news: A European perspective"},{"id":27633950,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":3,"name":"Dragan Gasevic","title":"MOOCs in the news: A European perspective"},{"id":27633952,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":4,"name":"Marek Hatala","title":"MOOCs in the news: A European perspective"},{"id":27644112,"work_id":31455026,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":4194306,"name":"Dragan Gašević","title":"MOOCs in the news: A European perspective"}],"downloadable_attachments":[{"id":51812966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51812966/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective.pdf","download_url":"https://www.academia.edu/attachments/51812966/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"MOOCs_in_the_news_A_European_perspective.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51812966/Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective-libre.pdf?1487206956=\u0026response-content-disposition=attachment%3B+filename%3DMOOCs_in_the_news_A_European_perspective.pdf\u0026Expires=1732387143\u0026Signature=CbqgS5EaIfdtK7-8d6SdgTbxetA1rp8Y8NmZdo2jNcHyu6-QS3fWidov~oMJ1E-WvSptA3bNXqA4e198mUOrV1gHzxLQ-SRVyq4WzrpN5A0Ap-liPQMvSpxSP~MLnnoArgFpDuEtb2o4UeGwiwtPlbnrXdA1NDPMCTbSHSEVX86qCxKGai56Wvy~SRhiULFnh8PX6bTFhbJGm59D5JZoItoHd8IcPkj-bnLiBJgRZFiz7tW8F0lH~aKh0oknshQmWjloVlO~e7eWa~Ln7vhvzHi9MQB-oxkyUiIjfkAkkC45jzO6yIApDAWoz4lFolnGaLo5b07A1EbKYzIJUQwosA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"MOOCs_in_the_news_A_European_perspective","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51812966,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51812966/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective.pdf","download_url":"https://www.academia.edu/attachments/51812966/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"MOOCs_in_the_news_A_European_perspective.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51812966/Kovanovic_et_al._-_2015_-_MOOCs_in_the_News_A_European_Perspective-libre.pdf?1487206956=\u0026response-content-disposition=attachment%3B+filename%3DMOOCs_in_the_news_A_European_perspective.pdf\u0026Expires=1732387143\u0026Signature=CbqgS5EaIfdtK7-8d6SdgTbxetA1rp8Y8NmZdo2jNcHyu6-QS3fWidov~oMJ1E-WvSptA3bNXqA4e198mUOrV1gHzxLQ-SRVyq4WzrpN5A0Ap-liPQMvSpxSP~MLnnoArgFpDuEtb2o4UeGwiwtPlbnrXdA1NDPMCTbSHSEVX86qCxKGai56Wvy~SRhiULFnh8PX6bTFhbJGm59D5JZoItoHd8IcPkj-bnLiBJgRZFiz7tW8F0lH~aKh0oknshQmWjloVlO~e7eWa~Ln7vhvzHi9MQB-oxkyUiIjfkAkkC45jzO6yIApDAWoz4lFolnGaLo5b07A1EbKYzIJUQwosA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":33915,"name":"Technology-enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology-enhanced_Learning"},{"id":119150,"name":"Topic modeling","url":"https://www.academia.edu/Documents/in/Topic_modeling"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[{"id":7955822,"url":"http://eadtu.eu/home/publications"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31455418"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455418/Developing_a_MOOC_experimentation_platform_Insights_from_a_user_study"><img alt="Research paper thumbnail of Developing a MOOC experimentation platform: Insights from a user study" class="work-thumbnail" src="https://attachments.academia-assets.com/51818426/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455418/Developing_a_MOOC_experimentation_platform_Insights_from_a_user_study">Developing a MOOC experimentation platform: Insights from a user study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Seventh International Conference on Learning Analytics and Knowledge (LAK'17)</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience. In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a86b97e29a8aec3debf52a5d0909d4d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51818426,"asset_id":31455418,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51818426/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455418"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455418"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455418; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455418]").text(description); $(".js-view-count[data-work-id=31455418]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455418; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455418']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455418, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a86b97e29a8aec3debf52a5d0909d4d4" } } $('.js-work-strip[data-work-id=31455418]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455418,"title":"Developing a MOOC experimentation platform: Insights from a user study","translated_title":"","metadata":{"doi":"10.1145/3027385.3027398","abstract":"In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience. In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.","publisher":"ACM","page_numbers":"1-5","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Proceedings of the Seventh International Conference on Learning Analytics and Knowledge (LAK'17)"},"translated_abstract":"In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience. In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.","internal_url":"https://www.academia.edu/31455418/Developing_a_MOOC_experimentation_platform_Insights_from_a_user_study","translated_internal_url":"","created_at":"2017-02-15T17:44:50.999-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27641553,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"Developing a MOOC experimentation platform: Insights from a user study"},{"id":27641557,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":6051511,"email":"f***s@sms.ed.ac.uk","display_order":2,"name":"Philip Katerinopoulos","title":"Developing a MOOC experimentation platform: Insights from a user study"},{"id":27641564,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":6051513,"email":"c***l@sms.ed.ac.uk","display_order":3,"name":"Charalampos Michail","title":"Developing a MOOC experimentation platform: Insights from a user study"},{"id":27641555,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":4,"name":"Dragan Gasevic","title":"Developing a MOOC experimentation platform: Insights from a user study"},{"id":27641556,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":57995684,"co_author_invite_id":null,"email":"g***s@gmail.com","display_order":5,"name":"George Siemens","title":"Developing a MOOC experimentation platform: Insights from a user study"},{"id":27644105,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":6051915,"email":"s***c@ed.ac.uk","display_order":4194306,"name":"Joksimovic Srecko","title":"Developing a MOOC experimentation platform: Insights from a user study"},{"id":27644118,"work_id":31455418,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":6291457,"name":"Dragan Gašević","title":"Developing a MOOC experimentation platform: Insights from a user study"}],"downloadable_attachments":[{"id":51818426,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51818426/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2017_-_Developing_a_MOOC_experimentation_platform_Insigh.pdf","download_url":"https://www.academia.edu/attachments/51818426/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_a_MOOC_experimentation_platfo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51818426/Kovanovic_et_al._-_2017_-_Developing_a_MOOC_experimentation_platform_Insigh-libre.pdf?1487241282=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_a_MOOC_experimentation_platfo.pdf\u0026Expires=1732387143\u0026Signature=EvTXRuMntKSDoqF~RzLVCJxTGbLkGAkny6wG~8ZySyZtfY7ss-7vqzEqJPAx5EB30IBE~UQ66TGiiKPXJrZ8YxaYRgBakyVuP4NC84~OUXRf9fSXpP6dIJzAGyHNZs1r3gFn0CWyvKeymJ2BQZk7ivfAcMFfCrSnw2RFAc2W3MZRy3o9EiowAyghcwq~skOtX1vLQoqvqDJPMqPedtgXT7ThZrTZXwzyWLQFZeVBQwQN4k~joaVc2Y9P3vHzAaa7~KHJtA7oiQWP8Y2dyWWn3lK687z9QIIk9IeAjfyGy4kXa9sgmH3EHASuIO7cckzK1yT1etNvng-FNqdf5CXwBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Developing_a_MOOC_experimentation_platform_Insights_from_a_user_study","translated_slug":"","page_count":5,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51818426,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51818426/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2017_-_Developing_a_MOOC_experimentation_platform_Insigh.pdf","download_url":"https://www.academia.edu/attachments/51818426/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Developing_a_MOOC_experimentation_platfo.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51818426/Kovanovic_et_al._-_2017_-_Developing_a_MOOC_experimentation_platform_Insigh-libre.pdf?1487241282=\u0026response-content-disposition=attachment%3B+filename%3DDeveloping_a_MOOC_experimentation_platfo.pdf\u0026Expires=1732387143\u0026Signature=EvTXRuMntKSDoqF~RzLVCJxTGbLkGAkny6wG~8ZySyZtfY7ss-7vqzEqJPAx5EB30IBE~UQ66TGiiKPXJrZ8YxaYRgBakyVuP4NC84~OUXRf9fSXpP6dIJzAGyHNZs1r3gFn0CWyvKeymJ2BQZk7ivfAcMFfCrSnw2RFAc2W3MZRy3o9EiowAyghcwq~skOtX1vLQoqvqDJPMqPedtgXT7ThZrTZXwzyWLQFZeVBQwQN4k~joaVc2Y9P3vHzAaa7~KHJtA7oiQWP8Y2dyWWn3lK687z9QIIk9IeAjfyGy4kXa9sgmH3EHASuIO7cckzK1yT1etNvng-FNqdf5CXwBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":23995,"name":"Educational Data Mining","url":"https://www.academia.edu/Documents/in/Educational_Data_Mining"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":367707,"name":"Massive Open Online Courses (MOOCs)","url":"https://www.academia.edu/Documents/in/Massive_Open_Online_Courses_MOOCs_"},{"id":580226,"name":"MOOCs","url":"https://www.academia.edu/Documents/in/MOOCs"}],"urls":[{"id":7956867,"url":"http://dx.doi.org/10.1145/3027385.3027398"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6544592" id="journalpapers"><div class="js-work-strip profile--work_container" data-work-id="31455030"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455030/Tools_for_educational_data_mining_A_review"><img alt="Research paper thumbnail of Tools for educational data mining: A review" class="work-thumbnail" src="https://attachments.academia-assets.com/51812999/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455030/Tools_for_educational_data_mining_A_review">Tools for educational data mining: A review</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SlaterStefan">Stefan Slater</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Journal of Educational and Behavioral Statistics</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, a wide array of tools have emerged for the purposes of conducting educational da...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, a wide array of tools have emerged for the purposes of conducting educational data mining (EDM) and/or learning analytics (LA) research. In this article, we hope to highlight some of the most widely used, most accessible, and most powerful tools available for the researcher interested in conducting EDM/LA research. We will highlight the utility that these tools have with respect to common data preprocessing and analysis steps in a typical research project as well as more descriptive information such as price point and user-friendliness.  We will also highlight niche tools in the field, such as those used for Bayesian knowledge tracing (BKT), data visualization, text analysis, and social network analysis. Finally, we will discuss the importance of familiarizing oneself with multiple tools—a data analysis toolbox—for the practice of EDM/LA research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d884697672140e9bcb87ea214456a388" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51812999,"asset_id":31455030,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51812999/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455030"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455030"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455030; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455030]").text(description); $(".js-view-count[data-work-id=31455030]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455030; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455030']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455030, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d884697672140e9bcb87ea214456a388" } } $('.js-work-strip[data-work-id=31455030]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455030,"title":"Tools for educational data mining: A review","translated_title":"","metadata":{"doi":"10.3102/1076998616666808","issue":"1","volume":"42","abstract":"In recent years, a wide array of tools have emerged for the purposes of conducting educational data mining (EDM) and/or learning analytics (LA) research. In this article, we hope to highlight some of the most widely used, most accessible, and most powerful tools available for the researcher interested in conducting EDM/LA research. We will highlight the utility that these tools have with respect to common data preprocessing and analysis steps in a typical research project as well as more descriptive information such as price point and user-friendliness. We will also highlight niche tools in the field, such as those used for Bayesian knowledge tracing (BKT), data visualization, text analysis, and social network analysis. Finally, we will discuss the importance of familiarizing oneself with multiple tools—a data analysis toolbox—for the practice of EDM/LA research.","page_numbers":"85-106","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Journal of Educational and Behavioral Statistics"},"translated_abstract":"In recent years, a wide array of tools have emerged for the purposes of conducting educational data mining (EDM) and/or learning analytics (LA) research. In this article, we hope to highlight some of the most widely used, most accessible, and most powerful tools available for the researcher interested in conducting EDM/LA research. We will highlight the utility that these tools have with respect to common data preprocessing and analysis steps in a typical research project as well as more descriptive information such as price point and user-friendliness. We will also highlight niche tools in the field, such as those used for Bayesian knowledge tracing (BKT), data visualization, text analysis, and social network analysis. Finally, we will discuss the importance of familiarizing oneself with multiple tools—a data analysis toolbox—for the practice of EDM/LA research.","internal_url":"https://www.academia.edu/31455030/Tools_for_educational_data_mining_A_review","translated_internal_url":"","created_at":"2017-02-15T16:50:43.250-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27634091,"work_id":31455030,"tagging_user_id":2936389,"tagged_user_id":49151583,"co_author_invite_id":null,"email":"t***c@gmail.com","display_order":1,"name":"Stefan Slater","title":"Tools for educational data mining: A review"},{"id":27634117,"work_id":31455030,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":2,"name":"Srecko Joksimovic","title":"Tools for educational data mining: A review"},{"id":27634092,"work_id":31455030,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":92859,"email":"b***2@exchange.tc.columbia.edu","display_order":3,"name":"Ryan S. Baker","title":"Tools for educational data mining: A review"},{"id":27634119,"work_id":31455030,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":4,"name":"Dragan Gasevic","title":"Tools for educational data mining: A review"},{"id":27783646,"work_id":31455030,"tagging_user_id":49151583,"tagged_user_id":2936389,"co_author_invite_id":6077455,"email":"V***c@unisa.edu.au","affiliation":"University of South Australia","display_order":null,"name":"Vitomir Kovanovic","title":"Tools for educational data mining: A review"}],"downloadable_attachments":[{"id":51812999,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51812999/thumbnails/1.jpg","file_name":"Slater_et_al._-_2016_-_Tools_for_Educational_Data_Mining_A_Review_preprint.pdf","download_url":"https://www.academia.edu/attachments/51812999/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Tools_for_educational_data_mining_A_revi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51812999/Slater_et_al._-_2016_-_Tools_for_Educational_Data_Mining_A_Review_preprint-libre.pdf?1487207247=\u0026response-content-disposition=attachment%3B+filename%3DTools_for_educational_data_mining_A_revi.pdf\u0026Expires=1732387142\u0026Signature=fdKQJd3jQGeJ9NINO5rb73ETbeogl9C7~MTt9vozv-bYbgs4wuvzUPb2oCVuJv~6~Fz8VpgWR47fnB3ILCzLgKymWf~tNeOHuaZVKZxY~vv4miw1a0X1bgfLBn0OtCQ~4y46VtCC0kfTfwYOMvd~4uq697NjEnXJ17k5UYDHSvzunbCmfhfko9f3VrP0~dD9~aYFXYW~QtMegSViexsG6yZ2bI--lrxUOMAOIfCnDt-NFYJz8kjWpk-31CghdHGzbAnfLpUpiqGt0lERjkU9VXyep-cMX-Cm1MvDJHO6MCSENTbq1d6wddVkGBYIvT7q5jl0mXCQa2aUg1EdYfHuOg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Tools_for_educational_data_mining_A_review","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51812999,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51812999/thumbnails/1.jpg","file_name":"Slater_et_al._-_2016_-_Tools_for_Educational_Data_Mining_A_Review_preprint.pdf","download_url":"https://www.academia.edu/attachments/51812999/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Tools_for_educational_data_mining_A_revi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51812999/Slater_et_al._-_2016_-_Tools_for_Educational_Data_Mining_A_Review_preprint-libre.pdf?1487207247=\u0026response-content-disposition=attachment%3B+filename%3DTools_for_educational_data_mining_A_revi.pdf\u0026Expires=1732387142\u0026Signature=fdKQJd3jQGeJ9NINO5rb73ETbeogl9C7~MTt9vozv-bYbgs4wuvzUPb2oCVuJv~6~Fz8VpgWR47fnB3ILCzLgKymWf~tNeOHuaZVKZxY~vv4miw1a0X1bgfLBn0OtCQ~4y46VtCC0kfTfwYOMvd~4uq697NjEnXJ17k5UYDHSvzunbCmfhfko9f3VrP0~dD9~aYFXYW~QtMegSViexsG6yZ2bI--lrxUOMAOIfCnDt-NFYJz8kjWpk-31CghdHGzbAnfLpUpiqGt0lERjkU9VXyep-cMX-Cm1MvDJHO6MCSENTbq1d6wddVkGBYIvT7q5jl0mXCQa2aUg1EdYfHuOg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":23995,"name":"Educational Data Mining","url":"https://www.academia.edu/Documents/in/Educational_Data_Mining"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"}],"urls":[{"id":7955824,"url":"http://jeb.sagepub.com/cgi/doi/10.3102/1076998616666808"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31455420"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455420/Piecing_the_learning_analytics_puzzle_A_consolidated_model_of_a_field_of_research_and_practice"><img alt="Research paper thumbnail of Piecing the learning analytics puzzle: A consolidated model of a field of research and practice" class="work-thumbnail" src="https://attachments.academia-assets.com/51818115/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455420/Piecing_the_learning_analytics_puzzle_A_consolidated_model_of_a_field_of_research_and_practice">Piecing the learning analytics puzzle: A consolidated model of a field of research and practice</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Learning: Research and Practice</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The field of learning analytics was founded with the goal to harness vast amounts of data about l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The field of learning analytics was founded with the goal to harness vast amounts of data about learning collected by the extensive use of technology. After the early formation, the field has now entered the next phase of maturation with a growing community who has an evident impact on research, practice, policy, and decision-making. Although learning analytics is a bricolage field borrowing from many related other disciplines, there is still no systematized model that shows how these different disciplines are pieced together. Existing models and frameworks of learning analytics are valuable in identifying elements and processes of learning analytics, but they insufficiently elaborate on the links with foundational disciplines. With this in mind, this paper proposes a consolidated model of the field of research and practice that is composed of three mutually connected dimensions – theory, design, and data science. The paper defines why and how each of the three dimensions along with their mutual relations is critical for research and practice of learning analytics. Finally, the paper stresses the importance of multi-perspective approaches to learning analytics based on its three core dimensions for a healthy development of the field and a sustainable impact on research and practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c5a97db495408e3eca7233e56cafd1f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51818115,"asset_id":31455420,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51818115/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455420"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455420"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455420; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455420]").text(description); $(".js-view-count[data-work-id=31455420]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455420; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455420']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455420, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c5a97db495408e3eca7233e56cafd1f2" } } $('.js-work-strip[data-work-id=31455420]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455420,"title":"Piecing the learning analytics puzzle: A consolidated model of a field of research and practice","translated_title":"","metadata":{"doi":"10.1080/23735082.2017.1286142","issue":"1","volume":"3","abstract":"The field of learning analytics was founded with the goal to harness vast amounts of data about learning collected by the extensive use of technology. After the early formation, the field has now entered the next phase of maturation with a growing community who has an evident impact on research, practice, policy, and decision-making. Although learning analytics is a bricolage field borrowing from many related other disciplines, there is still no systematized model that shows how these different disciplines are pieced together. Existing models and frameworks of learning analytics are valuable in identifying elements and processes of learning analytics, but they insufficiently elaborate on the links with foundational disciplines. With this in mind, this paper proposes a consolidated model of the field of research and practice that is composed of three mutually connected dimensions – theory, design, and data science. The paper defines why and how each of the three dimensions along with their mutual relations is critical for research and practice of learning analytics. Finally, the paper stresses the importance of multi-perspective approaches to learning analytics based on its three core dimensions for a healthy development of the field and a sustainable impact on research and practice.","journal_name":"Learning: Research and Practice","page_numbers":"63-78","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Learning: Research and Practice"},"translated_abstract":"The field of learning analytics was founded with the goal to harness vast amounts of data about learning collected by the extensive use of technology. After the early formation, the field has now entered the next phase of maturation with a growing community who has an evident impact on research, practice, policy, and decision-making. Although learning analytics is a bricolage field borrowing from many related other disciplines, there is still no systematized model that shows how these different disciplines are pieced together. Existing models and frameworks of learning analytics are valuable in identifying elements and processes of learning analytics, but they insufficiently elaborate on the links with foundational disciplines. With this in mind, this paper proposes a consolidated model of the field of research and practice that is composed of three mutually connected dimensions – theory, design, and data science. The paper defines why and how each of the three dimensions along with their mutual relations is critical for research and practice of learning analytics. Finally, the paper stresses the importance of multi-perspective approaches to learning analytics based on its three core dimensions for a healthy development of the field and a sustainable impact on research and practice.","internal_url":"https://www.academia.edu/31455420/Piecing_the_learning_analytics_puzzle_A_consolidated_model_of_a_field_of_research_and_practice","translated_internal_url":"","created_at":"2017-02-15T17:44:51.118-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27641159,"work_id":31455420,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":-1,"name":"Dragan Gasevic","title":"Piecing the learning analytics puzzle: A consolidated model of a field of research and practice"},{"id":27641160,"work_id":31455420,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"Piecing the learning analytics puzzle: A consolidated model of a field of research and practice"}],"downloadable_attachments":[{"id":51818115,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51818115/thumbnails/1.jpg","file_name":"Gasevic_et_al._-_2017_-_Piecing_the_Learning_Analytics_Puzzle_A_Consolida.pdf","download_url":"https://www.academia.edu/attachments/51818115/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Piecing_the_learning_analytics_puzzle_A.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51818115/Gasevic_et_al._-_2017_-_Piecing_the_Learning_Analytics_Puzzle_A_Consolida-libre.pdf?1487241297=\u0026response-content-disposition=attachment%3B+filename%3DPiecing_the_learning_analytics_puzzle_A.pdf\u0026Expires=1732387142\u0026Signature=EiHDZq~2dYmAxc8ohSnjAva8sTscDJyibk29bCwdarceegCqBHKxF5sxmdImWKEfWEZvZ9KhBjXT68pFxw7FEM336dAr0ILFLagvdVCG~Dj5Y9RkvRKj7pN4WlNry6nAjhia2XPqDGhnX2JBlz8BmYRfI9e7nquWmask-G8v0Woku7kELo~PlTpIPbPYprTZPJNWH1xOcqoShD7pAg0m1iZsuBGVKUem3m61mQrwzIeliE~UNBnPsY0ZcpAiwBm~FauA9L2-rhy2ZiHmyd2iAYkHOgS5N2hJBUB~0NIhVY0FdVgNKfnvocsNDvlBK80TDKYqow9gxuhwESweQkBONw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Piecing_the_learning_analytics_puzzle_A_consolidated_model_of_a_field_of_research_and_practice","translated_slug":"","page_count":15,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51818115,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51818115/thumbnails/1.jpg","file_name":"Gasevic_et_al._-_2017_-_Piecing_the_Learning_Analytics_Puzzle_A_Consolida.pdf","download_url":"https://www.academia.edu/attachments/51818115/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Piecing_the_learning_analytics_puzzle_A.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51818115/Gasevic_et_al._-_2017_-_Piecing_the_Learning_Analytics_Puzzle_A_Consolida-libre.pdf?1487241297=\u0026response-content-disposition=attachment%3B+filename%3DPiecing_the_learning_analytics_puzzle_A.pdf\u0026Expires=1732387142\u0026Signature=EiHDZq~2dYmAxc8ohSnjAva8sTscDJyibk29bCwdarceegCqBHKxF5sxmdImWKEfWEZvZ9KhBjXT68pFxw7FEM336dAr0ILFLagvdVCG~Dj5Y9RkvRKj7pN4WlNry6nAjhia2XPqDGhnX2JBlz8BmYRfI9e7nquWmask-G8v0Woku7kELo~PlTpIPbPYprTZPJNWH1xOcqoShD7pAg0m1iZsuBGVKUem3m61mQrwzIeliE~UNBnPsY0ZcpAiwBm~FauA9L2-rhy2ZiHmyd2iAYkHOgS5N2hJBUB~0NIhVY0FdVgNKfnvocsNDvlBK80TDKYqow9gxuhwESweQkBONw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"},{"id":17770,"name":"Online and Distance Education","url":"https://www.academia.edu/Documents/in/Online_and_Distance_Education"},{"id":23995,"name":"Educational Data Mining","url":"https://www.academia.edu/Documents/in/Educational_Data_Mining"},{"id":33915,"name":"Technology-enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology-enhanced_Learning"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":116107,"name":"Course design","url":"https://www.academia.edu/Documents/in/Course_design"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"}],"urls":[{"id":8153999,"url":"http://dx.doi.org/10.1080/23735082.2017.1286142"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6544593" id="posters"><div class="js-work-strip profile--work_container" data-work-id="31455419"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455419/Understanding_the_relationship_between_technology_use_and_cognitive_presence_in_MOOCs"><img alt="Research paper thumbnail of Understanding the relationship between technology use and cognitive presence in MOOCs" class="work-thumbnail" src="https://attachments.academia-assets.com/51813336/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455419/Understanding_the_relationship_between_technology_use_and_cognitive_presence_in_MOOCs">Understanding the relationship between technology use and cognitive presence in MOOCs</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://tudelft.academia.edu/ThiemeHennis">Thieme A Hennis</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://tudelft.academia.edu/PieterDeVries">Pieter De Vries</a></span></div><div class="wp-workCard_item"><span>Proceedings of the Seventh International Conference on Learning Analytics and Knowledge (LAK'17)</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this poster, we present the results of the study which examined the relationship between stude...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0f74224a5b1d63eb292f9754e9e06aa5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51813336,"asset_id":31455419,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51813336/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455419"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455419"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455419; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455419]").text(description); $(".js-view-count[data-work-id=31455419]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455419; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455419']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455419, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0f74224a5b1d63eb292f9754e9e06aa5" } } $('.js-work-strip[data-work-id=31455419]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455419,"title":"Understanding the relationship between technology use and cognitive presence in MOOCs","translated_title":"","metadata":{"doi":"10.1145/3027385.3029471","abstract":"In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.","page_numbers":"582–583","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Proceedings of the Seventh International Conference on Learning Analytics and Knowledge (LAK'17)"},"translated_abstract":"In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.","internal_url":"https://www.academia.edu/31455419/Understanding_the_relationship_between_technology_use_and_cognitive_presence_in_MOOCs","translated_internal_url":"","created_at":"2017-02-15T17:44:51.059-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27634592,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"},{"id":27634609,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":49362,"co_author_invite_id":null,"email":"t***s@gmail.com","affiliation":"Delft University of Technology","display_order":3,"name":"Thieme A Hennis","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"},{"id":32003669,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976672,"email":"s***n@unisa.edu.au","display_order":4,"name":"Shane Dawson","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"},{"id":27634593,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":170672,"co_author_invite_id":null,"email":"d***c@acm.org","affiliation":"University of Edinburgh","display_order":5,"name":"Dragan Gasevic","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"},{"id":27634621,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":202781,"co_author_invite_id":null,"email":"p***s@tudelft.nl","affiliation":"Delft University of Technology","display_order":6,"name":"Pieter De Vries","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"},{"id":27634622,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1260775,"email":"m***a@sfu.ca","display_order":7,"name":"Marek Hatala","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"},{"id":27634594,"work_id":31455419,"tagging_user_id":2936389,"tagged_user_id":57995684,"co_author_invite_id":null,"email":"g***s@gmail.com","display_order":8,"name":"George Siemens","title":"Understanding the relationship between technology use and cognitive presence in MOOCs"}],"downloadable_attachments":[{"id":51813336,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813336/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2017_-_Understanding_the_relationship_between_technology_.pdf","download_url":"https://www.academia.edu/attachments/51813336/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Understanding_the_relationship_between_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813336/Kovanovic_et_al._-_2017_-_Understanding_the_relationship_between_technology_-libre.pdf?1487210102=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_the_relationship_between_t.pdf\u0026Expires=1732377560\u0026Signature=R6xuwBQpGiOFTyWy0s2~01olf0ZVH0i-DZXiHr288ZYciE2l3LEyRjiF2L4K07Z7vX4pEO3b-BhwWljhB-lbIVJKEr0MsrDsbh8KVtEhDhZM8JluIohCdrogMVRaMOw0X20AUMc6IGvVu2azwXFkmUHDPaxH9aYj8-aJRRjcHrZf5j~Naq6cwCO~50oo9o3OQwpt9Coe0dS7sYEJhBm4T3Caa2FugtpguFqmK3Ry0n1qvliGdOmsU1UpvuXdcOpst~AvVhHvZfZGN6rMw9QCAYVrS8cCcKeqRU~mTo2DzFCwZo4WZtSJ9MAqLalZNfXPyN1mnhSjThvLwW3I49RuTg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Understanding_the_relationship_between_technology_use_and_cognitive_presence_in_MOOCs","translated_slug":"","page_count":2,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51813336,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813336/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2017_-_Understanding_the_relationship_between_technology_.pdf","download_url":"https://www.academia.edu/attachments/51813336/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Understanding_the_relationship_between_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813336/Kovanovic_et_al._-_2017_-_Understanding_the_relationship_between_technology_-libre.pdf?1487210102=\u0026response-content-disposition=attachment%3B+filename%3DUnderstanding_the_relationship_between_t.pdf\u0026Expires=1732377560\u0026Signature=R6xuwBQpGiOFTyWy0s2~01olf0ZVH0i-DZXiHr288ZYciE2l3LEyRjiF2L4K07Z7vX4pEO3b-BhwWljhB-lbIVJKEr0MsrDsbh8KVtEhDhZM8JluIohCdrogMVRaMOw0X20AUMc6IGvVu2azwXFkmUHDPaxH9aYj8-aJRRjcHrZf5j~Naq6cwCO~50oo9o3OQwpt9Coe0dS7sYEJhBm4T3Caa2FugtpguFqmK3Ry0n1qvliGdOmsU1UpvuXdcOpst~AvVhHvZfZGN6rMw9QCAYVrS8cCcKeqRU~mTo2DzFCwZo4WZtSJ9MAqLalZNfXPyN1mnhSjThvLwW3I49RuTg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":23995,"name":"Educational Data Mining","url":"https://www.academia.edu/Documents/in/Educational_Data_Mining"},{"id":61608,"name":"Community of Inquiry","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":199450,"name":"Cognitive Presence","url":"https://www.academia.edu/Documents/in/Cognitive_Presence"},{"id":518704,"name":"Community of Inquiry Model","url":"https://www.academia.edu/Documents/in/Community_of_Inquiry_Model"}],"urls":[{"id":7956889,"url":"http://dx.doi.org/10.1145/3027385.3029471"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6544594" id="technicalreports"><div class="js-work-strip profile--work_container" data-work-id="31455028"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455028/The_history_and_state_of_blended_learning"><img alt="Research paper thumbnail of The history and state of blended learning" class="work-thumbnail" src="https://attachments.academia-assets.com/51813040/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455028/The_history_and_state_of_blended_learning">The history and state of blended learning</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a></span></div><div class="wp-workCard_item"><span>Siemens, G., Gašević, D., & Dawson, S. (Eds.), Preparing for the digital university: A review of the history and current state of distance, blended, and online learning</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This report forms one part in a series of articles offering an overview of the state of distance,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This report forms one part in a series of articles offering an overview of the state of distance, online, and blended learning, and positioning them in relation to the emerging domain of digital learning. This particular report focuses on blended learning (BL), referring to the practices that combine (or blend) traditional face-to-face (f2f) learning with online learning (OL). as the concept of BL continues to gain traction in educational settings, researchers are attempting to establish and verify the learning gains it brings. This report seeks to outline the debate regarding BL definitions, pedagogical benefits, and deficiencies that arise in academic studies, and reflect on the future direction for BL. Our critical overview of the state and development of BL is structured to reflect the dominant themes of twenty systematically selected second-order academic studies of BL. This report reviews main findings around such dominant themes as the effectiveness of BL, recommended instructional practices in BL delivery and design, as well as the state of research into BL. The findings suggest that advances in technology have fueled the development of BL from a grassroots practice to an emerging research field. The implementation of BL practices by including both online and f2f modes of delivery positively influence student performance, making BL an attractive educational provision. at present, the field of BL is still dependent on the modes of delivery it is derived from, drawing heavily on OL in both theory and in practice. The field of BL is a dynamically changing area, and much of the critique of the existing research noted here is likely to be rapidly addressed in future work. That being said, a critical overview of the field suggests that it can further mature by adopting a digital learning perspective in its own activities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74384292d6fd2fbed5752c993157bd53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51813040,"asset_id":31455028,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51813040/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455028"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455028"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455028; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455028]").text(description); $(".js-view-count[data-work-id=31455028]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455028; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455028']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455028, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74384292d6fd2fbed5752c993157bd53" } } $('.js-work-strip[data-work-id=31455028]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455028,"title":"The history and state of blended learning","translated_title":"","metadata":{"abstract":"This report forms one part in a series of articles offering an overview of the state of distance, online, and blended learning, and positioning them in relation to the emerging domain of digital learning. This particular report focuses on blended learning (BL), referring to the practices that combine (or blend) traditional face-to-face (f2f) learning with online learning (OL). as the concept of BL continues to gain traction in educational settings, researchers are attempting to establish and verify the learning gains it brings. This report seeks to outline the debate regarding BL definitions, pedagogical benefits, and deficiencies that arise in academic studies, and reflect on the future direction for BL. Our critical overview of the state and development of BL is structured to reflect the dominant themes of twenty systematically selected second-order academic studies of BL. This report reviews main findings around such dominant themes as the effectiveness of BL, recommended instructional practices in BL delivery and design, as well as the state of research into BL. The findings suggest that advances in technology have fueled the development of BL from a grassroots practice to an emerging research field. The implementation of BL practices by including both online and f2f modes of delivery positively influence student performance, making BL an attractive educational provision. at present, the field of BL is still dependent on the modes of delivery it is derived from, drawing heavily on OL in both theory and in practice. The field of BL is a dynamically changing area, and much of the critique of the existing research noted here is likely to be rapidly addressed in future work. That being said, a critical overview of the field suggests that it can further mature by adopting a digital learning perspective in its own activities.","publisher":"Athabasca University","page_numbers":"55-92","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Siemens, G., Gašević, D., \u0026 Dawson, S. (Eds.), Preparing for the digital university: A review of the history and current state of distance, blended, and online learning"},"translated_abstract":"This report forms one part in a series of articles offering an overview of the state of distance, online, and blended learning, and positioning them in relation to the emerging domain of digital learning. This particular report focuses on blended learning (BL), referring to the practices that combine (or blend) traditional face-to-face (f2f) learning with online learning (OL). as the concept of BL continues to gain traction in educational settings, researchers are attempting to establish and verify the learning gains it brings. This report seeks to outline the debate regarding BL definitions, pedagogical benefits, and deficiencies that arise in academic studies, and reflect on the future direction for BL. Our critical overview of the state and development of BL is structured to reflect the dominant themes of twenty systematically selected second-order academic studies of BL. This report reviews main findings around such dominant themes as the effectiveness of BL, recommended instructional practices in BL delivery and design, as well as the state of research into BL. The findings suggest that advances in technology have fueled the development of BL from a grassroots practice to an emerging research field. The implementation of BL practices by including both online and f2f modes of delivery positively influence student performance, making BL an attractive educational provision. at present, the field of BL is still dependent on the modes of delivery it is derived from, drawing heavily on OL in both theory and in practice. The field of BL is a dynamically changing area, and much of the critique of the existing research noted here is likely to be rapidly addressed in future work. That being said, a critical overview of the field suggests that it can further mature by adopting a digital learning perspective in its own activities.","internal_url":"https://www.academia.edu/31455028/The_history_and_state_of_blended_learning","translated_internal_url":"","created_at":"2017-02-15T16:50:42.901-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27634141,"work_id":31455028,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976064,"email":"s***o@icloud.com","display_order":-2,"name":"Oleksandra Skrypnyk","title":"The history and state of blended learning"},{"id":27634140,"work_id":31455028,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":-1,"name":"Srecko Joksimovic","title":"The history and state of blended learning"},{"id":27634142,"work_id":31455028,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976672,"email":"s***n@unisa.edu.au","display_order":1,"name":"Shane Dawson","title":"The history and state of blended learning"},{"id":27644114,"work_id":31455028,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":2,"name":"Dragan Gašević","title":"The history and state of blended learning"},{"id":27634144,"work_id":31455028,"tagging_user_id":2936389,"tagged_user_id":57995684,"co_author_invite_id":null,"email":"g***s@gmail.com","display_order":3,"name":"George Siemens","title":"The history and state of blended learning"}],"downloadable_attachments":[{"id":51813040,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813040/thumbnails/1.jpg","file_name":"Skrypnyk_et_al._-_2015_-_The_history_and_state_of_blended_learning.pdf","download_url":"https://www.academia.edu/attachments/51813040/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_history_and_state_of_blended_learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813040/Skrypnyk_et_al._-_2015_-_The_history_and_state_of_blended_learning-libre.pdf?1487207560=\u0026response-content-disposition=attachment%3B+filename%3DThe_history_and_state_of_blended_learnin.pdf\u0026Expires=1732387140\u0026Signature=H2udIqdIYZL7vy-khxTrmHOhDl83ZOjPmEJAzlvPciTsNcnzTYD7H4Jht-vQHxkhRDuFIvZkvhIUjVymZEToizjjDHtj5Uzzr44Jv0O8nl1TcW1Qbu9utEmeGoAYTi8gEsgESChpZS3Aw0WVFpXtrh9wxGnetLIrgvH-RivhmxlXgDihAjrmtdVkT44tEHrT1IvtL~g44so5q6aYyIQUvPK42KDmhM4mIkahOTbRmWOPTLR3RK2C~8Apjq06XkxVc3b9-inkV-sHcdLcP3YDWvVi~cyVPNZlvrWoLB-Bwjy8KNNDuFQiIUBF3A97CK5jjQDqjLtJAUySScLyW-582w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_history_and_state_of_blended_learning","translated_slug":"","page_count":38,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51813040,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813040/thumbnails/1.jpg","file_name":"Skrypnyk_et_al._-_2015_-_The_history_and_state_of_blended_learning.pdf","download_url":"https://www.academia.edu/attachments/51813040/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_history_and_state_of_blended_learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813040/Skrypnyk_et_al._-_2015_-_The_history_and_state_of_blended_learning-libre.pdf?1487207560=\u0026response-content-disposition=attachment%3B+filename%3DThe_history_and_state_of_blended_learnin.pdf\u0026Expires=1732387140\u0026Signature=H2udIqdIYZL7vy-khxTrmHOhDl83ZOjPmEJAzlvPciTsNcnzTYD7H4Jht-vQHxkhRDuFIvZkvhIUjVymZEToizjjDHtj5Uzzr44Jv0O8nl1TcW1Qbu9utEmeGoAYTi8gEsgESChpZS3Aw0WVFpXtrh9wxGnetLIrgvH-RivhmxlXgDihAjrmtdVkT44tEHrT1IvtL~g44so5q6aYyIQUvPK42KDmhM4mIkahOTbRmWOPTLR3RK2C~8Apjq06XkxVc3b9-inkV-sHcdLcP3YDWvVi~cyVPNZlvrWoLB-Bwjy8KNNDuFQiIUBF3A97CK5jjQDqjLtJAUySScLyW-582w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":81130,"name":"Hybrid Learning","url":"https://www.academia.edu/Documents/in/Hybrid_Learning"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"}],"urls":[{"id":7956981,"url":"http://linkresearchlab.org/PreparingDigitalUniversity.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31455027"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31455027/The_history_and_state_of_distance_education"><img alt="Research paper thumbnail of The history and state of distance education" class="work-thumbnail" src="https://attachments.academia-assets.com/51813036/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31455027/The_history_and_state_of_distance_education">The history and state of distance education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unisa-au.academia.edu/vkovanovic">Vitomir Kovanovic</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SreckoJoksimovic">Srecko Joksimovic</a></span></div><div class="wp-workCard_item"><span>Siemens, G., Gašević, D., & Dawson, S. (Eds.), Preparing for the digital university: A review of the history and current state of distance, blended, and online learning</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This report is one of a series of reports describing the historical developments and current stat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This report is one of a series of reports describing the historical developments and current state of distance education, online learning, and blended learning. with the intent of informing future research and practice in the emerging discipline of digital learning, this tertiary study focuses on the history and state of distance education, and the understanding of the large body of empirical research as captured by secondary studies (i.e., meta-analyses and systematic literature reviews). we conducted an automated search for secondary studies in several online digital libraries, and a manual search through Google Scholar and the ten most relevant academic journals. Our search identified 339 secondary studies in the domains of distance education, online learning, and blended learning. of those, 37 secondary studies on distance education research and practice met the selection criteria for final inclusion in our study. Based on the analysis of these secondary sources, three main themes emerged: i) comparison of distance education and traditional classroom instruction, ii) identification of important factors of distance education delivery, and iii) factors of institutional adoption of distance education. our results indicate that distance education, when properly planned, designed, and supported by the appropriate mix of technology and pedagogy, is equivalent to, or in certain scenarios more effective than, traditional face-to-face classroom instruction. This highlights the importance of instructional design and the active role of institutions play in providing support structures for instructors and learners. The implications for future research and practice are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="83dbfc217f7510f97a3fcb1d24683ef2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51813036,"asset_id":31455027,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51813036/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31455027"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31455027"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31455027; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31455027]").text(description); $(".js-view-count[data-work-id=31455027]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31455027; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31455027']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31455027, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "83dbfc217f7510f97a3fcb1d24683ef2" } } $('.js-work-strip[data-work-id=31455027]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31455027,"title":"The history and state of distance education","translated_title":"","metadata":{"abstract":"This report is one of a series of reports describing the historical developments and current state of distance education, online learning, and blended learning. with the intent of informing future research and practice in the emerging discipline of digital learning, this tertiary study focuses on the history and state of distance education, and the understanding of the large body of empirical research as captured by secondary studies (i.e., meta-analyses and systematic literature reviews). we conducted an automated search for secondary studies in several online digital libraries, and a manual search through Google Scholar and the ten most relevant academic journals. Our search identified 339 secondary studies in the domains of distance education, online learning, and blended learning. of those, 37 secondary studies on distance education research and practice met the selection criteria for final inclusion in our study. Based on the analysis of these secondary sources, three main themes emerged: i) comparison of distance education and traditional classroom instruction, ii) identification of important factors of distance education delivery, and iii) factors of institutional adoption of distance education. our results indicate that distance education, when properly planned, designed, and supported by the appropriate mix of technology and pedagogy, is equivalent to, or in certain scenarios more effective than, traditional face-to-face classroom instruction. This highlights the importance of instructional design and the active role of institutions play in providing support structures for instructors and learners. The implications for future research and practice are discussed.","publisher":"Athabasca University","page_numbers":"9-54","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Siemens, G., Gašević, D., \u0026 Dawson, S. (Eds.), Preparing for the digital university: A review of the history and current state of distance, blended, and online learning"},"translated_abstract":"This report is one of a series of reports describing the historical developments and current state of distance education, online learning, and blended learning. with the intent of informing future research and practice in the emerging discipline of digital learning, this tertiary study focuses on the history and state of distance education, and the understanding of the large body of empirical research as captured by secondary studies (i.e., meta-analyses and systematic literature reviews). we conducted an automated search for secondary studies in several online digital libraries, and a manual search through Google Scholar and the ten most relevant academic journals. Our search identified 339 secondary studies in the domains of distance education, online learning, and blended learning. of those, 37 secondary studies on distance education research and practice met the selection criteria for final inclusion in our study. Based on the analysis of these secondary sources, three main themes emerged: i) comparison of distance education and traditional classroom instruction, ii) identification of important factors of distance education delivery, and iii) factors of institutional adoption of distance education. our results indicate that distance education, when properly planned, designed, and supported by the appropriate mix of technology and pedagogy, is equivalent to, or in certain scenarios more effective than, traditional face-to-face classroom instruction. This highlights the importance of instructional design and the active role of institutions play in providing support structures for instructors and learners. The implications for future research and practice are discussed.","internal_url":"https://www.academia.edu/31455027/The_history_and_state_of_distance_education","translated_internal_url":"","created_at":"2017-02-15T16:50:42.813-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2936389,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":27634134,"work_id":31455027,"tagging_user_id":2936389,"tagged_user_id":4802399,"co_author_invite_id":null,"email":"s***c@gmail.com","display_order":1,"name":"Srecko Joksimovic","title":"The history and state of distance education"},{"id":27634136,"work_id":31455027,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976064,"email":"s***o@icloud.com","display_order":2,"name":"Oleksandra Skrypnyk","title":"The history and state of distance education"},{"id":27644113,"work_id":31455027,"tagging_user_id":2936389,"tagged_user_id":33063396,"co_author_invite_id":null,"email":"d***c@ed.ac.uk","display_order":3,"name":"Dragan Gašević","title":"The history and state of distance education"},{"id":27634139,"work_id":31455027,"tagging_user_id":2936389,"tagged_user_id":null,"co_author_invite_id":1976672,"email":"s***n@unisa.edu.au","display_order":4,"name":"Shane Dawson","title":"The history and state of distance education"},{"id":27634137,"work_id":31455027,"tagging_user_id":2936389,"tagged_user_id":57995684,"co_author_invite_id":null,"email":"g***s@gmail.com","display_order":5,"name":"George Siemens","title":"The history and state of distance education"}],"downloadable_attachments":[{"id":51813036,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813036/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_The_history_and_state_of_distance_education.pdf","download_url":"https://www.academia.edu/attachments/51813036/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_history_and_state_of_distance_educat.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813036/Kovanovic_et_al._-_2015_-_The_history_and_state_of_distance_education-libre.pdf?1487207563=\u0026response-content-disposition=attachment%3B+filename%3DThe_history_and_state_of_distance_educat.pdf\u0026Expires=1732387140\u0026Signature=fs~U7QIYbUH4GZsjGp3FcG2LeFUJpCdXwpKDkMF-Ra2I~RSfDcM7RUH-fo4qmofGoLGlXSVOHfmjKXqYx4AaXBztmJ8pn7UF2IGnSMHIm6KiWyC2hl509XkEgP30j4YDwsiIMkzEesriIoTL2wNKTsIrbdlxuUXgAeIRHFdD0UUzBNNIApYsbfxyiJkE-~JhNyKa9qMlSz5Ok-~3vMueWgi-hlT~gNVbqBGWGyrCWY3Ces7r9gRzibD2SdrUzfrtQ-Ufzvz6Sse~GvRYdtMzh3rRRkaiUnEmDgpFWGr0OVMst6ze5qfP4RF0lxUJ18VKRGeH7iOnAX3-vEH-3Oy0qw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_history_and_state_of_distance_education","translated_slug":"","page_count":46,"language":"en","content_type":"Work","owner":{"id":2936389,"first_name":"Vitomir","middle_initials":null,"last_name":"Kovanovic","page_name":"vkovanovic","domain_name":"unisa-au","created_at":"2012-12-20T19:06:01.234-08:00","display_name":"Vitomir Kovanovic","url":"https://unisa-au.academia.edu/vkovanovic"},"attachments":[{"id":51813036,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/51813036/thumbnails/1.jpg","file_name":"Kovanovic_et_al._-_2015_-_The_history_and_state_of_distance_education.pdf","download_url":"https://www.academia.edu/attachments/51813036/download_file?st=MTczMjM5OTg4Myw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_history_and_state_of_distance_educat.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/51813036/Kovanovic_et_al._-_2015_-_The_history_and_state_of_distance_education-libre.pdf?1487207563=\u0026response-content-disposition=attachment%3B+filename%3DThe_history_and_state_of_distance_educat.pdf\u0026Expires=1732387140\u0026Signature=fs~U7QIYbUH4GZsjGp3FcG2LeFUJpCdXwpKDkMF-Ra2I~RSfDcM7RUH-fo4qmofGoLGlXSVOHfmjKXqYx4AaXBztmJ8pn7UF2IGnSMHIm6KiWyC2hl509XkEgP30j4YDwsiIMkzEesriIoTL2wNKTsIrbdlxuUXgAeIRHFdD0UUzBNNIApYsbfxyiJkE-~JhNyKa9qMlSz5Ok-~3vMueWgi-hlT~gNVbqBGWGyrCWY3Ces7r9gRzibD2SdrUzfrtQ-Ufzvz6Sse~GvRYdtMzh3rRRkaiUnEmDgpFWGr0OVMst6ze5qfP4RF0lxUJ18VKRGeH7iOnAX3-vEH-3Oy0qw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology"},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning"},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning"},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning"},{"id":279114,"name":"Technology Enhanced Education","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Education"}],"urls":[{"id":7956980,"url":"http://linkresearchlab.org/PreparingDigitalUniversity.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/google_contacts-0dfb882d836b94dbcb4a2d123d6933fc9533eda5be911641f20b4eb428429600.js"], function() { // from javascript_helper.rb $('.js-google-connect-button').click(function(e) { e.preventDefault(); GoogleContacts.authorize_and_show_contacts(); Aedu.Dismissibles.recordClickthrough("WowProfileImportContactsPrompt"); }); $('.js-update-biography-button').click(function(e) { e.preventDefault(); Aedu.Dismissibles.recordClickthrough("UpdateUserBiographyPrompt"); $.ajax({ url: $r.api_v0_profiles_update_about_path({ subdomain_param: 'api', about: "", }), type: 'PUT', success: function(response) { location.reload(); } }); }); $('.js-work-creator-button').click(function (e) { e.preventDefault(); window.location = $r.upload_funnel_document_path({ source: encodeURIComponent(""), }); }); $('.js-video-upload-button').click(function (e) { e.preventDefault(); window.location = $r.upload_funnel_video_path({ source: encodeURIComponent(""), }); }); $('.js-do-this-later-button').click(function() { $(this).closest('.js-profile-nag-panel').remove(); Aedu.Dismissibles.recordDismissal("WowProfileImportContactsPrompt"); }); $('.js-update-biography-do-this-later-button').click(function(){ $(this).closest('.js-profile-nag-panel').remove(); Aedu.Dismissibles.recordDismissal("UpdateUserBiographyPrompt"); }); $('.wow-profile-mentions-upsell--close').click(function(){ $('.wow-profile-mentions-upsell--panel').hide(); Aedu.Dismissibles.recordDismissal("WowProfileMentionsUpsell"); }); $('.wow-profile-mentions-upsell--button').click(function(){ Aedu.Dismissibles.recordClickthrough("WowProfileMentionsUpsell"); }); new WowProfile.SocialRedesignUserWorks({ initialWorksOffset: 20, allWorksOffset: 20, maxSections: 3 }) }); </script> </div></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile_edit-5ea339ee107c863779f560dd7275595239fed73f1a13d279d2b599a28c0ecd33.js","https://a.academia-assets.com/assets/add_coauthor-22174b608f9cb871d03443cafa7feac496fb50d7df2d66a53f5ee3c04ba67f53.js","https://a.academia-assets.com/assets/tab-dcac0130902f0cc2d8cb403714dd47454f11fc6fb0e99ae6a0827b06613abc20.js","https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js"], function() { // from javascript_helper.rb window.ae = window.ae || {}; window.ae.WowProfile = window.ae.WowProfile || {}; if(Aedu.User.current && Aedu.User.current.id === $viewedUser.id) { window.ae.WowProfile.current_user_edit = {}; new WowProfileEdit.EditUploadView({ el: '.js-edit-upload-button-wrapper', model: window.$current_user, }); new AddCoauthor.AddCoauthorsController(); } var userInfoView = new WowProfile.SocialRedesignUserInfo({ recaptcha_key: "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB" }); WowProfile.router = new WowProfile.Router({ userInfoView: userInfoView }); Backbone.history.start({ pushState: true, root: "/" + $viewedUser.page_name }); new WowProfile.UserWorksNav() }); </script> </div> <div class="bootstrap login"><div class="modal fade login-modal" id="login-modal"><div class="login-modal-dialog modal-dialog"><div class="modal-content"><div class="modal-header"><button class="close close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button><h4 class="modal-title text-center"><strong>Log In</strong></h4></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><button class="btn btn-fb btn-lg btn-block btn-v-center-content" id="login-facebook-oauth-button"><svg style="float: left; width: 19px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="facebook-square" class="svg-inline--fa fa-facebook-square fa-w-14" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M400 32H48A48 48 0 0 0 0 80v352a48 48 0 0 0 48 48h137.25V327.69h-63V256h63v-54.64c0-62.15 37-96.48 93.67-96.48 27.14 0 55.52 4.84 55.52 4.84v61h-31.27c-30.81 0-40.42 19.12-40.42 38.73V256h68.78l-11 71.69h-57.78V480H400a48 48 0 0 0 48-48V80a48 48 0 0 0-48-48z"></path></svg><small><strong>Log in</strong> with <strong>Facebook</strong></small></button><br /><button class="btn btn-google btn-lg btn-block btn-v-center-content" id="login-google-oauth-button"><svg style="float: left; width: 22px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="google-plus" class="svg-inline--fa fa-google-plus fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M256,8C119.1,8,8,119.1,8,256S119.1,504,256,504,504,392.9,504,256,392.9,8,256,8ZM185.3,380a124,124,0,0,1,0-248c31.3,0,60.1,11,83,32.3l-33.6,32.6c-13.2-12.9-31.3-19.1-49.4-19.1-42.9,0-77.2,35.5-77.2,78.1S142.3,334,185.3,334c32.6,0,64.9-19.1,70.1-53.3H185.3V238.1H302.2a109.2,109.2,0,0,1,1.9,20.7c0,70.8-47.5,121.2-118.8,121.2ZM415.5,273.8v35.5H380V273.8H344.5V238.3H380V202.8h35.5v35.5h35.2v35.5Z"></path></svg><small><strong>Log in</strong> with <strong>Google</strong></small></button><br /><style type="text/css">.sign-in-with-apple-button { width: 100%; height: 52px; border-radius: 3px; border: 1px solid black; cursor: pointer; }</style><script src="https://appleid.cdn-apple.com/appleauth/static/jsapi/appleid/1/en_US/appleid.auth.js" type="text/javascript"></script><div class="sign-in-with-apple-button" data-border="false" data-color="white" id="appleid-signin"><span   ="Sign Up with Apple" class="u-fs11"></span></div><script>AppleID.auth.init({ clientId: 'edu.academia.applesignon', scope: 'name email', redirectURI: 'https://www.academia.edu/sessions', state: "296aac5b2d860742b206c28347b240c115e54c6a032fa02ff1feba8d3db3046b", });</script><script>// Hacky way of checking if on fast loswp if (window.loswp == null) { (function() { const Google = window?.Aedu?.Auth?.OauthButton?.Login?.Google; const Facebook = window?.Aedu?.Auth?.OauthButton?.Login?.Facebook; if (Google) { new Google({ el: '#login-google-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } if (Facebook) { new Facebook({ el: '#login-facebook-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } })(); }</script></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><div class="hr-heading login-hr-heading"><span class="hr-heading-text">or</span></div></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><form class="js-login-form" action="https://www.academia.edu/sessions" accept-charset="UTF-8" method="post"><input name="utf8" type="hidden" value="✓" autocomplete="off" /><input type="hidden" name="authenticity_token" value="bG2z4eVXL2uFqjX8oXcwyQP5wP2iWf0eDv9uQ1d1NyGD5A36uZ7U4vup3hExpQce+rloGExTM1YhFueZP2mfkA==" autocomplete="off" /><div class="form-group"><label class="control-label" for="login-modal-email-input" style="font-size: 14px;">Email</label><input class="form-control" id="login-modal-email-input" name="login" type="email" /></div><div class="form-group"><label class="control-label" for="login-modal-password-input" style="font-size: 14px;">Password</label><input class="form-control" id="login-modal-password-input" name="password" type="password" /></div><input type="hidden" name="post_login_redirect_url" id="post_login_redirect_url" value="https://independent.academia.edu/SreckoJoksimovic" autocomplete="off" /><div class="checkbox"><label><input type="checkbox" name="remember_me" id="remember_me" value="1" checked="checked" /><small style="font-size: 12px; margin-top: 2px; display: inline-block;">Remember me on this computer</small></label></div><br><input type="submit" name="commit" value="Log In" class="btn btn-primary btn-block btn-lg js-login-submit" data-disable-with="Log In" /></br></form><script>typeof window?.Aedu?.recaptchaManagedForm === 'function' && window.Aedu.recaptchaManagedForm( document.querySelector('.js-login-form'), document.querySelector('.js-login-submit') );</script><small style="font-size: 12px;"><br />or <a data-target="#login-modal-reset-password-container" data-toggle="collapse" href="javascript:void(0)">reset password</a></small><div class="collapse" id="login-modal-reset-password-container"><br /><div class="well margin-0x"><form class="js-password-reset-form" action="https://www.academia.edu/reset_password" accept-charset="UTF-8" method="post"><input name="utf8" type="hidden" value="✓" autocomplete="off" /><input type="hidden" name="authenticity_token" value="kXMOomr/E9MMong8nJ63SDv/XeOkNWlGNjOKT88OLFl++rC5NjboWnKhk9EMTICfwr/1Bko/pw4Z2gOVpxKE6A==" autocomplete="off" /><p>Enter the email address you signed up with and we'll email you a reset link.</p><div class="form-group"><input class="form-control" name="email" type="email" /></div><script src="https://recaptcha.net/recaptcha/api.js" async defer></script> <script> var invisibleRecaptchaSubmit = function () { var closestForm = function (ele) { var curEle = ele.parentNode; while (curEle.nodeName !== 'FORM' && curEle.nodeName !== 'BODY'){ curEle = curEle.parentNode; } return curEle.nodeName === 'FORM' ? curEle : null }; var eles = document.getElementsByClassName('g-recaptcha'); if (eles.length > 0) { var form = closestForm(eles[0]); if (form) { form.submit(); } } }; </script> <input type="submit" data-sitekey="6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj" data-callback="invisibleRecaptchaSubmit" class="g-recaptcha btn btn-primary btn-block" value="Email me a link" value=""/> </form></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/collapse-45805421cf446ca5adf7aaa1935b08a3a8d1d9a6cc5d91a62a2a3a00b20b3e6a.js"], function() { // from javascript_helper.rb $("#login-modal-reset-password-container").on("shown.bs.collapse", function() { $(this).find("input[type=email]").focus(); }); }); </script> </div></div></div><div class="modal-footer"><div class="text-center"><small style="font-size: 12px;">Need an account? <a rel="nofollow" href="https://www.academia.edu/signup">Click here to sign up</a></small></div></div></div></div></div></div><script>// If we are on subdomain or non-bootstrapped page, redirect to login page instead of showing modal (function(){ if (typeof $ === 'undefined') return; var host = window.location.hostname; if ((host === $domain || host === "www."+$domain) && (typeof $().modal === 'function')) { $("#nav_log_in").click(function(e) { // Don't follow the link and open the modal e.preventDefault(); $("#login-modal").on('shown.bs.modal', function() { $(this).find("#login-modal-email-input").focus() }).modal('show'); }); } })()</script> <div class="bootstrap" id="footer"><div class="footer-content clearfix text-center padding-top-7x" style="width:100%;"><ul class="footer-links-secondary footer-links-wide list-inline margin-bottom-1x"><li><a href="https://www.academia.edu/about">About</a></li><li><a href="https://www.academia.edu/press">Press</a></li><li><a rel="nofollow" href="https://medium.com/academia">Blog</a></li><li><a href="https://www.academia.edu/documents">Papers</a></li><li><a href="https://www.academia.edu/topics">Topics</a></li><li><a href="https://www.academia.edu/journals">Academia.edu Journals</a></li><li><a rel="nofollow" href="https://www.academia.edu/hiring"><svg style="width: 13px; height: 13px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="briefcase" class="svg-inline--fa fa-briefcase fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M320 336c0 8.84-7.16 16-16 16h-96c-8.84 0-16-7.16-16-16v-48H0v144c0 25.6 22.4 48 48 48h416c25.6 0 48-22.4 48-48V288H320v48zm144-208h-80V80c0-25.6-22.4-48-48-48H176c-25.6 0-48 22.4-48 48v48H48c-25.6 0-48 22.4-48 48v80h512v-80c0-25.6-22.4-48-48-48zm-144 0H192V96h128v32z"></path></svg> <strong>We're Hiring!</strong></a></li><li><a rel="nofollow" href="https://support.academia.edu/"><svg style="width: 12px; height: 12px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="question-circle" class="svg-inline--fa fa-question-circle fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M504 256c0 136.997-111.043 248-248 248S8 392.997 8 256C8 119.083 119.043 8 256 8s248 111.083 248 248zM262.655 90c-54.497 0-89.255 22.957-116.549 63.758-3.536 5.286-2.353 12.415 2.715 16.258l34.699 26.31c5.205 3.947 12.621 3.008 16.665-2.122 17.864-22.658 30.113-35.797 57.303-35.797 20.429 0 45.698 13.148 45.698 32.958 0 14.976-12.363 22.667-32.534 33.976C247.128 238.528 216 254.941 216 296v4c0 6.627 5.373 12 12 12h56c6.627 0 12-5.373 12-12v-1.333c0-28.462 83.186-29.647 83.186-106.667 0-58.002-60.165-102-116.531-102zM256 338c-25.365 0-46 20.635-46 46 0 25.364 20.635 46 46 46s46-20.636 46-46c0-25.365-20.635-46-46-46z"></path></svg> <strong>Help Center</strong></a></li></ul><ul class="footer-links-tertiary list-inline margin-bottom-1x"><li class="small">Find new research papers in:</li><li class="small"><a href="https://www.academia.edu/Documents/in/Physics">Physics</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Chemistry">Chemistry</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Biology">Biology</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Health_Sciences">Health Sciences</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Ecology">Ecology</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Earth_Sciences">Earth Sciences</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a></li><li class="small"><a href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a></li></ul></div></div><div class="DesignSystem" id="credit" style="width:100%;"><ul class="u-pl0x footer-links-legal list-inline"><li><a rel="nofollow" href="https://www.academia.edu/terms">Terms</a></li><li><a rel="nofollow" href="https://www.academia.edu/privacy">Privacy</a></li><li><a rel="nofollow" href="https://www.academia.edu/copyright">Copyright</a></li><li>Academia ©2024</li></ul></div><script> //<![CDATA[ window.detect_gmtoffset = true; window.Academia && window.Academia.set_gmtoffset && Academia.set_gmtoffset('/gmtoffset'); //]]> </script> <div id='overlay_background'></div> <div id='bootstrap-modal-container' class='bootstrap'></div> <div id='ds-modal-container' class='bootstrap DesignSystem'></div> <div id='full-screen-modal'></div> </div> </body> </html>