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Zeitschriftenartikel zum Thema „Online discussion“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Skinner, Barbara. "Online Discussion." Journal of Studies in International Education 14, no. 4 (2008): 335–54. http://dx.doi.org/10.1177/1028315308327866.

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Sanket, Pagadpalliwar, Gupta Anjali, Wabale Nikhil, Bedre Sagar, and Gadekar Supriya. "Online Discussion Forum." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 1221–24. https://doi.org/10.5281/zenodo.7783929.

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Online collaboration has become increasingly important in today's digital world, enabling individuals and organizations to connect and work together. One of the key tools used for online collaboration is discussion forums, which provide a platform for users to share ideas, ask questions, and engage in meaningful discussions. The MERN (MongoDB, Express, React, Node.js) project stack is a popular technology stack used for building web applications, and we have made a discussion forum with it that enables users to collaborate and communicate with each other. This paper reviews existing resear

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Buckley, Fiona. "Online Discussion Forums." European Political Science 10, no. 3 (2011): 402–15. http://dx.doi.org/10.1057/eps.2010.76.

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Hancock, Cheryl, and Barbara Rowland. "Online and out of synch: Using discussion roles in online asynchronous discussions." Cogent Education 4, no. 1 (2017): 1368613. http://dx.doi.org/10.1080/2331186x.2017.1368613.

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Sanket, Pagadpalliwar, Gupta Anjali, Wabale Nikhil, Bedre Sagar, and Gadekar Supriya. "Comparing Online Discussion Forums to Traditional In-Person Discussions." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 2082–86. https://doi.org/10.5281/zenodo.7809296.

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The purpose of this research paper is to compare an online discussion forum developed by us with traditional in-person discussions. With the increasing popularity of online communication tools, there is a growing need to compare the effectiveness of online discussion forums with traditional in-person discussions. This paper will describe the design and implementation of our online discussion forum and compare the benefits and drawbacks of traditional in-person discussions. The study will employ a mixed-methods approach, using quantitative and qualitative data collection methods to explore the

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Zheng, Binbin, Gary Beck Dallaghan, Michael Gomez, and Stephen Holihan. "Exploring Online Participation and Discussion in an Online Professional Learning Activity on Twitter." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052110727. http://dx.doi.org/10.1177/23821205211072723.

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BACKGROUND Twitter offers opportunities to share resources, engage in online discussions, and network with other professionals. In medical education, Twitter is also being used for professional development. Little is known about the level of engagement in topical chats related to medical education. This study explores how medical educators participated and engaged in Twitter-facilitated discussion activity using #MedEdChat. METHODS All twitter chat transcripts using the hashtag #MedEdChat from Thursday night synchronous discussions were collected between January and December 2019. A total of 3

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Alsinet, Teresa, Josep Argelich, Ramón Béjar, and Santi Martínez. "Measuring Polarization in Online Debates." Applied Sciences 11, no. 24 (2021): 11879. http://dx.doi.org/10.3390/app112411879.

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Social networks can be a very successful tool to engage users to discuss relevant topics for society. However, there are also some dangers that are associated with them, such as the emergence of polarization in online discussions. Recently, there has been a growing interest to try to understand this phenomenon, as some consider that this can be harmful concerning the building of a healthy society in which citizens get used to polite discussions and even listening to opinions that may be different from theirs. In this work, we face the problem of defining a precise measure that can quantify in

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Levine, S. Joseph. "The online discussion board." New Directions for Adult and Continuing Education 2007, no. 113 (2007): 67–74. http://dx.doi.org/10.1002/ace.248.

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Admoko, Setyo, Eka Putri Dian Nata Sari, Eko Hariyono, and Madlazim Madlazim. "Online discussion in improving argumentation skills during last decade: A review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 1880. http://dx.doi.org/10.11591/ijere.v12i4.25445.

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This study aimed to find research trend online discussion to improve argumentation skills in education especially physics education. The method used in this research is bibliometric analysis by using VOSviewer. The data used is the Scopus database in the last 10 years. The research findings found that there are 1,447 documents that meet the predetermined criteria. The number of online discussion research increases gradually over the research period 2012-2021. The two highest sources of documents came from journals and conference proceedings and a higher percentage of citations were carried out

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Admoko, Setyo, Eka Putri Dian Nata Sari, Eko Hariyono, and Madlazim. "Online discussion in improving argumentation skills during last decade: A review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 4 (2023): 1880–92. https://doi.org/10.11591/ijere.v12i4.25445.

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This study aimed to find research trend online discussion to improve argumentation skills in education especially physics education. The method used in this research is bibliometric analysis by using VOSviewer. The data used is the Scopus database in the last 10 years. The research findings found that there are 1,447 documents that meet the predetermined criteria. The number of online discussion research increases gradually over the research period 2012-2021. The two highest sources of documents came from journals and conference proceedings and a higher percentage of citations were carried out

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Subramaniam, Nantha Kumar. "Enhancing learning through the discussion forum." Asian Association of Open Universities Journal 7, no. 1 (2012): 63–77. http://dx.doi.org/10.1108/aaouj-07-01-2012-b006.

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Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The chal

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Lee, Daehyun. "Designing an online discussion and debate class model for Korean languege learners for academic purposes." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 18 (2023): 843–54. http://dx.doi.org/10.22251/jlcci.2023.23.18.843.

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Objectives This study is to propose an online discussion and debate teaching learning models for academic purposes. To this end, review models used in existing discussions and debates that are used in existing discussions and debates suitable for learners in digital era and discussion classes suitable for learners. Methods In this study, the preceding studies on teaching learning about teaching learning, discussions on teaching learning, discuss what area using discussions and debates, discuss what areas such as learning, discussion and debate. Results The existing academic purpose

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Seo, Ji-ah, Su-rim Kim, and Sook-ki Choi. "Study on the Asynchronous Online Discussion Participation Patterns of University Student Readers Using Social Network Analysis." Korean Journal of Teacher Education 39, no. 1 (2023): 317–49. http://dx.doi.org/10.14333/kjte.2023.39.1.14.

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Purpose: This research examined the online discussion class design method and the learning realityby comparing the analysis results of group online discussions and multiple online discussions afterconducting online discussions. Methods: An online reading discussion class was conducted in groups with 46 students of Koreaneducation students at K University, and the discussion rules were designed to allow all debaters topresent their opinions more than five times through LMS's <posts> or <comments>. A total of 456pieces of data were collected, and degree centrality, closeness ce

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Nakayama, Minoru, Satoru Kikuchi, and Hiroh Yamamoto. "Development of critical thinking disposition using an online discussion board during a fully online course." European Conference on e-Learning 21, no. 1 (2022): 295–301. http://dx.doi.org/10.34190/ecel.21.1.707.

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Online discussion is a key learning activity for developing literacy of critical thinking disposition (CTD). The effectiveness and activities of online discussion during a blended learning setting have been analysed. The aim of this paper is to extract student's characteristics during online discussions in a fully online course in order to invite more participants to join and to encourage discussion. The differences in student's characteristics and learning performance between online discussants and non-participants were statistically analysed. Key characteristics were extracted and discussed

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Blankenship, Whitney G. "Talking It Out: Online Discussion Forums in the Social Studies Classroom." Social Studies Research and Practice 11, no. 1 (2016): 136–57. http://dx.doi.org/10.1108/ssrp-01-2016-b0009.

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As most teachers realize, classroom discussions have limitations including time restraints, reserved participants, or domineering discussants. With the advent of Web 2.0, the opportunities for class discussion have expanded to include synchronous and asynchronous discussion boards, blogs, and wikis. Discussion forums, as an extension of classroom discussions and activities, allow teachers to target multiple social studies skills while giving students opportunities to expand their own historical understandings via peer interaction. Whether the goal is to address specific historical thinking ski

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Mudau, Patience Kelebogile, and Geesje Van den Berg. "Guidelines for Supporting a Community of Inquiry through Graded Online Discussion Forums in Higher Education." Education Sciences 13, no. 9 (2023): 963. http://dx.doi.org/10.3390/educsci13090963.

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Graded online discussion forums allow students to interact with course content, peers, and instructors. These discussions have the potential to enhance students’ learning experiences significantly. By adding graded online discussions to an online structured Master’s program in Education, it was necessary to determine the value of these discussions and their contribution to creating an online community. The purpose of this study, therefore, was to determine how a community of inquiry could support graded online discussions. The study used the Community of Inquiry theoretical framework as its ba

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Decker, Jessica, and Valerie Beltran. "Graduate Students' Perceptions of the Benefits and Drawbacks of Online Discussion Tools." International Journal of Online Pedagogy and Course Design 6, no. 1 (2016): 1–12. http://dx.doi.org/10.4018/ijopcd.2016010101.

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With an increase in the number of online classes being taught at the university level, professors are exploring ways to create collaboration in the online environment. One such strategy is through using online discussion tools. The purpose of this qualitative research study was to explore students' beliefs about the benefits of using a variety of discussion tools in online classes. In analyzing students' responses to four open-ended questions, five key themes emerged that highlighted four benefits and one drawback to the use of online discussion tools. Online discussions helped build relations

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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.

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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and stud

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Windyastuti, Windyastuti, and Ichsan Setiyo Budi. "Effectiveness of Online Learning in Auditing Course." RSF Conference Series: Business, Management and Social Sciences 1, no. 3 (2021): 236–42. http://dx.doi.org/10.31098/bmss.v1i3.324.

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This study analyzes the differences in the effectiveness of several online learning in the Auditing course. The Auditing course was held in four models include 1). Without class and assignments 2). The class without giving assignments 3). The class with assignments but without discussion 4). The class with assignments and discussions. This study uses primary data obtained by questionnaires to 105 undergraduate students who have taken auditing courses at several universities in Yogyakarta Special Region. The data were analyzed by the analysis of variance and the Bonferroni test. The results sho

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SMITH, Glenn Gordon, and Metin BESALTI. "ONLINE DISCUSSION: EFFECTS OF IDENTITY VERSUS ANONYMITY AND INTERACTION WITH PEDAGOGICAL AGENTS." Turkish Online Journal of Distance Education 24, no. 2 (2023): 1–18. http://dx.doi.org/10.17718/tojde.1077715.

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We investigated how: (a) anonymous versus identified online discussions, in elementary school, compared for task relevance of postings, and (b) how game-like conversations with story characters affected task relevance of postings. We conducted three similar studies involving fourth graders reading short web-based eBooks with small group online discussions and game-like conversations with characters. All discussion postings were qualitatively coded for discussion relevance. Students in name-identified discussions were significantly more on task, than those in anonymous discussions. Students who

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Nakayama, Minoru, Satoru Kikuchi, and Hiroh Yamamoto. "Characteristics promoted in order to develop student's critical thinking disposition in online discussions during a fully online course." European Conference on e-Learning 22, no. 1 (2023): 212–18. http://dx.doi.org/10.34190/ecel.22.1.1777.

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Online discussion boards were organised to develop the critical thinking disposition of students and their attitude toward disaster mitigation during a fully online course. In order to promote participation in the discussions, an incentive was provided to all discussants. Assessment of the effectiveness of the lecturer’s invitation to join the discussion was conducted to extract which participants posted once, and the learning activity and characteristics of these students was evaluated. In the results, the levels of participation in online discussions affected some factor scores for personali

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Yu, Yulin, Julie Jiang, and Paramveer S. Dhillon. "Characterizing the Structure of Online Conversations Across Reddit." Proceedings of the ACM on Human-Computer Interaction 8, CSCW2 (2024): 1–23. http://dx.doi.org/10.1145/3686913.

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The proliferation of social media platforms has afforded social scientists unprecedented access to vast troves of data on human interactions, facilitating the study of online behavior at an unparalleled scale. These platforms typically structure conversations as threads, forming tree-like structures known as ''discussion trees.'' This paper examines the structural properties of online discussions on Reddit by analyzing both global (community-level) and local (post-level) attributes of these discussion trees. We conduct a comprehensive statistical analysis of a year's worth of Reddit data, enco

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Shaul, Matthew. "Assessing Online Discussion Forum Participation." International Journal of Information and Communication Technology Education 3, no. 3 (2007): 39–46. http://dx.doi.org/10.4018/jicte.2007070104.

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Boothe, Diane. "Discussion Groups and Online Learning." Cognitive Science – New Media – Education 1, no. 4 (2019): 67. http://dx.doi.org/10.12775/csnme.2018.005.

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Zhou, Xiang, Yuen-Ying Chan, and Zhen-Mei Peng. "DELIBERATIVENESS OF ONLINE POLITICAL DISCUSSION." Journalism Studies 9, no. 5 (2008): 759–70. http://dx.doi.org/10.1080/14616700802207771.

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Küçük, Mestan. "Lurking in online asynchronous discussion." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2260–63. http://dx.doi.org/10.1016/j.sbspro.2010.03.319.

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Anderson, Bill. "Writing power into online discussion." Computers and Composition 23, no. 1 (2006): 108–24. http://dx.doi.org/10.1016/j.compcom.2005.12.007.

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Akhmerov, Anton, Xavier Bonet-Monroig, Valla Fatemi, et al. "Let’s take this discussion online." Europhysics News 51, no. 3 (2020): 20–212. http://dx.doi.org/10.1051/epn/2020303.

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With the lockdowns caused by the COVID-19 pandemic, researchers turn to online conferencing. While posing new challenges, this format also brings multiple advantages. We argue that virtual conferences will become part of our regular scientific communication and invite community members to join the movement.

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Cottrell, David. "The APT online discussion forum." Advances in Psychiatric Treatment 9, no. 2 (2003): 84–85. http://dx.doi.org/10.1192/apt.9.2.84.

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Osheroff, Jerome A. "Online, health-related discussion groups." Journal of General Internal Medicine 12, no. 8 (1997): 511–12. http://dx.doi.org/10.1046/j.1525-1497.1997.00093.x.

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Harmon, Oskar R., William T. Alpert, and Joseph Histen. "Online Discussion and Learning Outcomes." International Advances in Economic Research 20, no. 1 (2013): 33–44. http://dx.doi.org/10.1007/s11294-013-9453-9.

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Dunne, Kerill. "Cross Cutting Discussion: A form of online discussion discovered within local political online forums." Information Polity 14, no. 3 (2009): 219–32. http://dx.doi.org/10.3233/ip-2009-0177.

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Mikheev, Sergey. "The Influence of Online Discussions on the Formation of Argumentation skills in Future Engineers." Education and Self Development 19, no. 2 (2024): 100–115. http://dx.doi.org/10.26907/esd.19.2.08.

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The paper presents the results of empirical research on the effectiveness of online discussions (OD) as a tool for forming argumentation skills among technical university students. On the one hand the actuality of the research is conditioned by the significance of discussion-based training of modern technical specialists under conditions of networking and socio-technical transformation of engineering activity. On the other hand, this problem is not elaborated in the domestic, pedagogies and also contradictory and poorly studied aspects in the foreign one. The results of the present study are i

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Krisnan, Alice Shanthi Kasawi, Purwarno Purwarno, and Andang Suhendi. "Communicative Guanxi: Making Online Discussion Forums Come Alive." International Journal of Social Science Research 10, no. 2 (2022): 179. http://dx.doi.org/10.5296/ijssr.v10i2.19953.

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The present study contributed to understanding the interactive language strategies that highlighted interactivity that leads to online Guanxi that facilitates interactivity in online discussion forums. Online discussion forums were selected for this study because this is where forum members come to seek and share information collaboratively. By using the analytical framework of Herring’s Computer-Mediated Discourse Analysis (CMDA), the study carried out a qualitative analysis of the naturally occurring data that was gathered from several online discussion forums discussing academic topics; the

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Zhang, Bingbing, Isabel Inguanzo, and Homero Gil de Zúñiga. "Examining the Role of Online Uncivil Discussion and Ideological Extremity on Illegal Protest." Media and Communication 10, no. 4 (2022): 94–104. http://dx.doi.org/10.17645/mac.v10i4.5694.

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In recent years, there has been an increased academic interest revolving around the beneficial or pernicious effects of ideological extremity and (uncivil) political discussion over democracy. For instance, citizens’ ideological predispositions and higher levels of political discussion have been linked with a more active and vibrant political life. In fact, ideological extremity and uncivil discussion foster institutionalized political engagement. However, less explored in the literature remains whether such polarization and uncivil discussions may be related to unlawful political behavior suc

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Salmela, Eveliina. "“I thought asking the experts of the board first before turning at the unctuous salesmen.” Requesting special field related advice and information on online communities." Fachsprache 44, no. 3-4 (2022): 192–97. http://dx.doi.org/10.24989/fs.v44i3-4.2178.

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This study focuses on requesting and sharing specialized information on online communities. The aim was to find out how requesting and receiving special field related information function on online discussions about heat pumps in Finland. The data consists of 300 message threads collected from two Finnish discussion boards, Lampopumput.info (heatpumps.info) and Suomi24.fi (Finland24.fi). The data was analyzed using discourse analytic methods and pragmatic concepts such as speech acts, politeness, relevance and humor. The results demonstrate the sense of community as an important part of the sp

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Ito, Takayuki, Takanobu Otsuka, Satoshi Kawase, et al. "Experimental results on large-scale cyber-physical hybrid discussion support." International Journal of Crowd Science 1, no. 1 (2017): 26–38. http://dx.doi.org/10.1108/ijcs-01-2017-0003.

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Purpose This paper aims to present a preliminary experimental result on a large-scale experiment on a cyber-physical hybrid discussion support environment in a panel discussion session in an international conference. Design/methodology/approach In this paper, the authors propose a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously. The authors conducted a large-scale experiment in a panel discussion session in an international conference where participants can discuss by using their online discussion support system and by physical communicati

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Garcia, David, Arvid Kappas, Dennis Küster, and Frank Schweitzer. "The dynamics of emotions in online interaction." Royal Society Open Science 3, no. 8 (2016): 160059. http://dx.doi.org/10.1098/rsos.160059.

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We study the changes in emotional states induced by reading and participating in online discussions, empirically testing a computational model of online emotional interaction. Using principles of dynamical systems, we quantify changes in valence and arousal through subjective reports, as recorded in three independent studies including 207 participants (110 female). In the context of online discussions, the dynamics of valence and arousal is composed of two forces: an internal relaxation towards baseline values independent of the emotional charge of the discussion and a driving force of emotion

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Powell, Loreen M., Hayden Wimmer, Lawrence Kilgus, and Christina M. Force. "Impact of Online Discussions on Web Based Assessments." International Journal of Distance Education Technologies 15, no. 4 (2017): 99–111. http://dx.doi.org/10.4018/ijdet.2017100106.

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The practice of including online discussion posts to traditional courses is increasing. Online discussions allow for active learning to occur as students express their ideas and respond to others. The time and thought provided by online discussion posts allows students to utilize higher level cognitive skills. Web-based assessments are another technology tool that instructors are including in their courses. This study examined the impact of online discussion posts on achievement of web-based assessments for an upper level undergraduate business and technology writing intensive course. Using a

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Wu, Hao, Jiajun Bu, Chun Chen, et al. "Modeling Dynamic Multi-Topic Discussions in Online Forums." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (2010): 1455–60. http://dx.doi.org/10.1609/aaai.v24i1.7515.

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In the form of topic discussions, users interact with each other to share knowledge and exchange information in online forums. Modeling the evolution of topic discussion reveals how information propagates on Internet and can thus help understand sociological phenomena and improve the performance of applications such as recommendation systems. In this paper, we argue that a user’s participation in topic discussions is motivated by either her friends or her own preferences. Inspired by the theory of information flow, we propose dynamic topic discussion models by mining influential relationships

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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.

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Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This

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Kim, Ji-yoon, Min-kyeong Shim, and Young-mee Hwang. "Online Feedback Systems and Debate on Scientific Issues during COVID-19: A Case Study on Sookmyung Women’s University." European Journal of Investigation in Health, Psychology and Education 12, no. 5 (2022): 494–515. http://dx.doi.org/10.3390/ejihpe12050037.

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As the COVID-19 pandemic continues, university education and feedback guidance have inevitably moved to online platforms, becoming a global trend. This study focuses on a case of Sookmyung Women’s University in South Korea, which has operated an online discussion clinic for university general education for more than a year as a case study. There are two main research methods. A frequency analysis was conducted to confirm what kind of counseling the students preferred at the discussion clinic based on the answers written in the students’ applications. The students whose applications were used f

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Shah, Chnimay, and Rashmi Vyas. "Online Faculty Development." International Journal of User-Driven Healthcare 3, no. 4 (2013): 24–29. http://dx.doi.org/10.4018/ijudh.2013100104.

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Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there we

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Fitri Indriani and Dwi Sulisworo. "Figure Out the Online Discussion Activeness of Pre-Teacher Education Students." Journal of Pedagogy and Education Science 1, no. 1 (2022): 29–38. http://dx.doi.org/10.56741/jpes.v1i1.7.

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Online learning has been widely applied at various levels of education, including lectures for prospective teachers of elementary school students in Indonesia. However, student activity in learning is still an obstacle in this study. This study describes student activity in online discussions. The discussion was conducted three times with different topics. The activity can be examined from the students' posts during the three discussions. The three aspects of the activeness were the number of posts in each discussion, participation in the three discussion topics, and the number of words in eac

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Strandberg, Kim, and Janne Berg. "Online Newspapers’ Readers’ Comments - Democratic Conversation Platforms or Virtual Soapboxes?" Comunicação e Sociedade 23 (November 25, 2013): 132–52. http://dx.doi.org/10.17231/comsoc.23(2013).1618.

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Online discussions between citizens have been subject to scholarly debate and several empirical studies for a substantial period of time. Scholars have envisioned these as potential venues for citizens’ deliberation. Often, however, empirical findings do not support these notions. The quality of discussion is often not up to the standards of truly deliberative discussions. Nonetheless, there are strains of evidence suggesting that online discussion venues applying facilitators, fixed topics and actively enforcing discussion rules, may avoid many of the problems with discussion quality. This ar

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Himelboim, Itai, Eric Gleave, and Marc Smith. "Discussion catalysts in online political discussions: Content importers and conversation starters." Journal of Computer-Mediated Communication 14, no. 4 (2009): 771–89. http://dx.doi.org/10.1111/j.1083-6101.2009.01470.x.

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Link, Georg, Dominik Siemon, Vreede Gert-Jan De, and Susanne Robra-Bissantz. "Anchored Discussion: Development of a Tool for Creativity in Online Collaboration." JUCS - Journal of Universal Computer Science 22, no. (10) (2016): 1339–59. https://doi.org/10.3217/jucs-022-10-1339.

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Open innovation and crowdsourcing rely on online collaboration tools to enable dispersed people to collaborate on creative ideas. Research shows that creativity in online groups is significantly influenced by the interaction between group members. In this paper, we demonstrate how theory can be effectively used to design and evaluate a tool for creative online collaboration. Specifically, we use the body of knowledge on creativity support systems to inform the development of a tool to support anchored discussions. Anchored discussions represent a new mode for creative interaction. In anchored

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Heinbach, Dominique. "Storytelling (Online Discussions/Discussion Quality)." DOCA - Database of Variables for Content Analysis, November 29, 2022. http://dx.doi.org/10.34778/5w.

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Storytelling is a variable to assess the quality of online discussions beyond traditional deliberation criteria, such as rationality, interactivity, and inclusiveness. It belongs to the so-called type II deliberation (Bächtiger et al., 2010) and includes personal experiences and narratives from participants’ own lives and environments. Field of application/Theoretical foundation In addition to traditional criteria such as rationality, more inclusive forms are increasingly playing a role in deliberation research, for example, the so-called "type II deliberation" (Bächtiger et al., 2010) or "dem

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Heinbach, Dominique. "Inclusivity (Online Discussions/Discussion Quality)." DOCA - Database of Variables for Content Analysis, November 29, 2022. http://dx.doi.org/10.34778/5x.

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Inclusivity is a key dimension to assess the deliberative quality of online discussions. In quantitative content analyses, this dimension measures the openness and accessibility of and the equality and diversity within a discussion. Field of application/Theoretical foundation Most studies on online discussions draw on deliberative norms to measure the quality of their discourse (e.g., Esau et al., 2017; Friess et al., 2021; Rowe, 2015; Ziegele et al., 2020; Zimmermann, 2017). Deliberation is an important concept for the study of (political) online discussions (Ziegele et al., 2020). It focuses

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Heinbach, Dominique. "Rationality (Online Discussions/Discussion Quality)." DOCA - Database of Variables for Content Analysis, November 29, 2022. http://dx.doi.org/10.34778/5t.

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Rationality is considered the most important dimension to assess the deliberative quality of online discussions. In quantitative content analyses, it is usually measured with a set of variables, including (among others) reasoning, justification, fact claims, evidence, additional knowledge, and topic relevance. Field of application/Theoretical foundation Most studies on online discussions draw on deliberative theories to measure the quality of their discourse (e.g., Esau et al., 2017; Friess et al., 2021; Rowe, 2015; Ziegele et al., 2020; Zimmermann, 2017). Deliberation is an important concept

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