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Automatic Content Analysis of Online Discussions for Cognitive Presence: A Study of the Generalizability Across Educational Contexts
IEEE Transactions on Learning Technologies ( IF 3.7 ) Pub Date : 2021-05-25 , DOI: 10.1109/tlt.2021.3083178
Valter Neto , Vitor Rolim , Anderson Pinheiro , Rafael Dueire Lins , Dragan Gasevic , Rafael Ferreira Mello

This article investigates the impact of educational contexts on automatic classification of online discussion messages according to cognitive presence, an essential construct of the community of inquiry model. In particular, the work reported in the article analyzed online discussion messages written in Brazilian Portuguese from two different courses that were from different subject areas (biology and technology) and had different teaching presence in the online discussions. The study explored a set of 127 features of online discussion messages and a random forest classifier to automatically recognize the phases of the cognitive presence in online discussion messages. The results showed that the classifier achieved better performance when applied to the entire dataset. It reveals that when a classifier is created for a specific course it is not generic enough to be applied to a course from a different field of knowledge. The results also showed the importance of the features that were predictive of the phases of the cognitive presence in the educational context. Based on the findings of this study, future work should adopt the same feature set as used in the current study, but it should train the classifier of the cognitive presence on datasets in subject areas related to the topic of the discussions.

中文翻译:

认知存在在线讨论的自动内容分析:跨教育背景的普遍性研究

本文根据认知存在调查了教育背景对在线讨论消息自动分类的影响,这是探究社区模型的基本结构。特别是,文章中报告的工作分析了来自不同学科领域(生物学和技术)并且在在线讨论中具有不同教学存在的两门不同课程的巴西葡萄牙语在线讨论消息。该研究探索了一组 127 个在线讨论消息的特征和一个随机森林分类器,以自动识别在线讨论消息中认知存在的阶段。结果表明,当应用于整个数据集时,分类器取得了更好的性能。它表明,当为特定课程创建分类器时,它不够通用,无法应用于来自不同知识领域的课程。结果还显示了预测教育背景中认知存在阶段的特征的重要性。根据本研究的结果,未来的工作应该采用与当前研究中使用的相同的特征集,但应该在与讨论主题相关的主题领域的数据集上训练认知存在的分类器。
更新日期:2021-05-25
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