Demir Ömer, Cinar Murat, Keskin Sinan
The Department of Computer Technologies of Colemerik (Çölemerik) Vocational School of Higher Education, Hakkari University, Hakkari, Turkey.
Borsa Istanbul Vocational and Technical Anatolian High School Republic of Turkey Ministry of National Education, Adana, Turkey.
Educ Inf Technol (Dordr). 2023 Feb 16:1-22. doi: 10.1007/s10639-022-11517-3.
Learners in asynchronous discussion forums are inundated with diverse options when it comes to interaction. This enables the embodiment of various styles of participation. On the other hand, the affective domain tends to be overlooked in the online discussion context. The modeling of discussion activities based on both cognitive and affective indicators constitutes this study's unique aspect. In the study, the impact of social anxiety and participation styles on active participation in discussions were investigated using three-factor social anxiety and four-factor participation style models. In addition, the impact of active participation on academic achievement was also examined. Path analysis was used to explain the predictive correlation among these indicators. Students' participation behaviors in discussions during a three-week implementation were analyzed within the scope of a course taught during the COVID-19 pandemic period. The findings showed that social anxiety and participation styles had a significant impact on active participation, which, in turn, significantly affected academic achievement. The study provides crucial inputs in portraying the characteristics of learners in such a way as to tailor online discussions to their needs.
在异步讨论论坛中，学习者在互动方面面临着各种各样的选择。这使得各种参与方式得以体现。另一方面，情感领域在在线讨论环境中往往被忽视。基于认知和情感指标对讨论活动进行建模构成了本研究的独特之处。在该研究中，使用三因素社交焦虑模型和四因素参与方式模型，调查了社交焦虑和参与方式对积极参与讨论的影响。此外，还考察了积极参与对学业成绩的影响。路径分析用于解释这些指标之间的预测相关性。在新冠疫情期间所授课程的范围内，分析了学生在为期三周的实施过程中在讨论中的参与行为。研究结果表明，社交焦虑和参与方式对积极参与有显著影响，而积极参与又对学业成绩有显著影响。该研究为描绘学习者的特征提供了关键信息，以便根据他们的需求定制在线讨论。
