Analyzing Interaction Patterns and Content Dynamics in an Online Mathematics Discussion Board
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| Title: | Analyzing Interaction Patterns and Content Dynamics in an Online Mathematics Discussion Board |
|---|---|
| Language: | English |
| Authors: | Jinnie Shin, Renu Balyan, Michelle P. Banawan, Tracy Arner, Walter L. Leite, Danielle S. McNamara |
| Source: | Interactive Learning Environments. 2025 33(3):2151-2174. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C160004 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Discussion Groups, Electronic Learning, Interaction, Mathematics Instruction, Interpersonal Relationship, Student Characteristics, Algebra, Mathematics Achievement |
| Geographic Terms: | Florida |
| DOI: | 10.1080/10494820.2024.2392619 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | Interactive digital platforms have transformed mathematics education by offering students novel opportunities for collaborative engagement with peers and instructors in constructing knowledge. Drawing on the premise that meaningful interpersonal interactions are pivotal to effective learning within discussion boards, this study focuses on the nature of interactions within an online mathematics discussion board. We collected a dataset encompassing 170,000 posts from 14,000 online mathematics discussion threads, involving 4,649 high school students in Florida. Leveraging topic modeling and social network analysis, this study delves into both the content-driven and social exchanges among participants, analyzing their language exchanges and social dynamics on the discussion board. Specifically, we investigated how the mathematics discussion board fosters quality support and participation by enhancing content-specific discussions (cognitive presence) through social interaction (social presence), which are actively supported by peer students acting as facilitators (instructional presence), we evaluated how the discussion board fosters quality support and participation by enhancing content-specific discussions (cognitive presence) through social interaction (social presence), which are actively supported by peer students acting as facilitators (instructional presence). We also aimed to investigate the characteristics of students who were actively engaging in providing support for their peers. The content-focused analysis, using a topic modeling approach, highlighted comparable proportions between content-focused discourse (52%) and social interaction (47%) within the discussion boards. Notably, high-performing students emerged as important instructional facilitators, actively fostering knowledge sharing and supporting their peers. Specifically, the outcomes reveal a trend: students exhibiting high end-of-course performance tend to assume proactive roles in peer facilitation, whereas those with lower performance levels participate less in peer-driven support. Our findings provide empirical insights into how the dynamics of the discussion board can be investigated by integrating multi-methods approaches in natural language processing and social network analysis to understand the different facets of the support structure in discussion boards. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1496905 |
| Database: | ERIC |
| Abstract: | Interactive digital platforms have transformed mathematics education by offering students novel opportunities for collaborative engagement with peers and instructors in constructing knowledge. Drawing on the premise that meaningful interpersonal interactions are pivotal to effective learning within discussion boards, this study focuses on the nature of interactions within an online mathematics discussion board. We collected a dataset encompassing 170,000 posts from 14,000 online mathematics discussion threads, involving 4,649 high school students in Florida. Leveraging topic modeling and social network analysis, this study delves into both the content-driven and social exchanges among participants, analyzing their language exchanges and social dynamics on the discussion board. Specifically, we investigated how the mathematics discussion board fosters quality support and participation by enhancing content-specific discussions (cognitive presence) through social interaction (social presence), which are actively supported by peer students acting as facilitators (instructional presence), we evaluated how the discussion board fosters quality support and participation by enhancing content-specific discussions (cognitive presence) through social interaction (social presence), which are actively supported by peer students acting as facilitators (instructional presence). We also aimed to investigate the characteristics of students who were actively engaging in providing support for their peers. The content-focused analysis, using a topic modeling approach, highlighted comparable proportions between content-focused discourse (52%) and social interaction (47%) within the discussion boards. Notably, high-performing students emerged as important instructional facilitators, actively fostering knowledge sharing and supporting their peers. Specifically, the outcomes reveal a trend: students exhibiting high end-of-course performance tend to assume proactive roles in peer facilitation, whereas those with lower performance levels participate less in peer-driven support. Our findings provide empirical insights into how the dynamics of the discussion board can be investigated by integrating multi-methods approaches in natural language processing and social network analysis to understand the different facets of the support structure in discussion boards. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2024.2392619 |
