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АКТУАЛЬНЫЕ ТЕНДЕНЦИИ ЦИФРОВИЗАЦИИ ИНОЯЗЫЧНОГО ОБУЧЕНИЯ В НЕЯЗЫКОВОМ ВУЗЕ ... : CURRENT TRENDS IN DIGITALIZATION OF FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY ...
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Identifying Learners’ Interaction Patterns in an Online Learning Community
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 4; Pages: 2245 (2022)
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Abstract:
The interactions among all members of an online learning community significantly impact collaborative reflection (co-reflection). Although the relationship between learners’ roles and co-reflection levels has been explored by previous researchers, it remains unclear when and with whom learners at different co-reflection levels tend to interact. This study adopted multiple methods to examine the interaction patterns of diverse roles among learners with different co-reflection levels based on 11,912 posts. First, the deep learning technique was applied to assess learners’ co-reflection levels. Then, a social network analysis (SNA) was conducted to identify the emergent roles of learners. Furthermore, a lag sequence analysis (LSA) was employed to reveal the interaction patterns of the emergent roles among learners with different co-reflection levels. The results showed that most learners in an online learning community reached an upper-middle co-reflection level while playing an inactive role in the co-reflection process. Moreover, higher-level learners were superior in dialog with various roles and were more involved in self-rethinking during the co-reflection process. In particular, they habitually began communication with peers and then with the teacher. Based on these findings, some implications for facilitating online co-reflection from the perspective of roles is also discussed.
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Keyword:
collaborative reflection; deep learning; emergent roles; interaction pattern; online learning community
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URL: https://doi.org/10.3390/ijerph19042245
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Analysis of the Effects of Lockdown on Staff and Students at Universities in Spain and Colombia Using Natural Language Processing Techniques
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5705 (2022)
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Emotional and Social Engagement in the English Language Classroom for Higher Education Students in the COVID-19 Online Context
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In: Sustainability; Volume 14; Issue 8; Pages: 4527 (2022)
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Simultaneous Classification of Both Mental Workload and Stress Level Suitable for an Online Passive Brain–Computer Interface
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In: Sensors; Volume 22; Issue 2; Pages: 535 (2022)
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A Combined Text-Based and Metadata-Based Deep-Learning Framework for the Detection of Spam Accounts on the Social Media Platform Twitter
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In: Processes; Volume 10; Issue 3; Pages: 439 (2022)
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University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown
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In: Education Sciences; Volume 12; Issue 1; Pages: 31 (2022)
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An Improved Method for Online Teacher Training Courses for Bilingual Education Based on Cyber-Physical Systems
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In: Applied Sciences; Volume 12; Issue 5; Pages: 2346 (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Difficulties and Challenges of Library and Information Science Students in Thesis Writing During the Pandemic
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In: Puissant ; 3 ; 353-365 (2022)
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ACADEMIC COACHES AND STUDENT SUCCESS IN HIGHER EDUCATION: A QUANTITATIVE STUDY
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In: School of Education Doctoral Projects (2022)
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How do L2 student moderators facilitate a peer-led discussion forum?
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Satisfacción de los estudiantes con la docencia online en tiempos de COVID-19
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 35-45 (2022)
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Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 104-119 (2022) (2022)
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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
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In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Appraising Students’ Attitude towards Online Learning During Covid-19 Pandemic
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 15-24 ; 23380683 ; 2087-345X (2022)
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The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 1-14 ; 23380683 ; 2087-345X (2022)
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Scientific Approach-Based English Learning Strategy in Online Learning: Learners’ Satisfaction and Obstacles
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 81-90 ; 23380683 ; 2087-345X (2022)
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