Learning in computer-mediated setting represents a complex, multidimensional process. This complexity calls for a comprehensive analytical approach that would allow for understanding of various dimensions of learner generated discourse and the structure of the underlying social interactions. Current research, however, primarily focuses on manual…

The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among individuals based on their attributes and relationships. This approach has been used by several researchers in order to measure the social processes in collaborative learning experiences. But oftentimes such measures were calculated at the final state…

Teachers' online discussion text data shed light on their reflective thinking. With the growing scale of text data, the traditional way of manual coding, however, has been challenged. In order to process the large-scale unstructured text data, it is necessary to integrate the inductive content analysis method and educational data mining…

In 2015, 35 million learners participated online in 4,200 MOOCs organized by over 500 universities. Learning designers orchestrate MOOC content to engage learners at scale and retain interest by carefully mixing videos, lectures, readings, quizzes, and discussions. Universally, far fewer people actually participate in MOOCs than originally sign up…

STEM (Science, Technology, Engineering, and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here, we aimed to increase students' engagement through reflective processes that embrace video…

The needs for life-long learning and the rapid development of information technologies promote the development of various types of online Community of Practices (CoPs). In online CoPs, bounded rationality and metacognition are two major issues, especially when learners face information overload and there is no knowledge authority within the…

We study user behavior in the courses offered by a major massive online open course (MOOC) provider during the summer of 2013. Since social learning is a key element of scalable education on MOOC and is done via online discussion forums, our main focus is on understanding forum activities. Two salient features of these activities drive our…

In this research, we examine the design, construction, and implementation of a dynamic, easy to use, feedback mechanism for social software. The tool was integrated into an existing university's online learning community (OLC). In line with constructivist learning models and practical information systems (IS) design, the feedback system provides…