Interpersonal online interactions are key to digital learning pedagogies and student experiences. Researchers use learner log and text data collected by technologies that mediate learner interactions online to provide indicators about interpersonal interactions. However, analytical approaches used to derive these indicators face conceptual,…

Online learning communities are becoming increasingly popular as they are known to support collaborative dialogue and knowledge building. Previous studies have typically focused on small, closed learning communities from an individual, static, and aggregated perspective. This research aims to advance our understanding of open and large online…

Sharing the same philosophy of "relations matter" with computer-supported collaborative learning (CSCL), social network analysis (SNA) has become a common methodology in the CSCL research. In this research, I use SNA methods from "relational ties," "network modes," and "integrated methods" perspectives to…

This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control…

The purpose of this research is to examine the research that has been done on MOOCs by applying data mining and analytic approaches and to depict the current state of MOOC research. The text mining revealed four broad themes: (I) MOOCs as a mainstreaming learning model in HE, (II) motivation and engagement issues in MOOCs, (III) assessment issues…

Little is known about the online learning behaviors of students traditionally underrepresented in STEM fields (i.e., UR-STEM students), as well as how those behaviors impact important learning outcomes. The present study examined the relationship between online discussion forum engagement and success for UR-STEM and non-UR-STEM students, using the…