Social Presence & Interaction
Social presence is a key to engagement and success in online classrooms. Fostering interactive learning communities often improves student outcomes.
Nguyen, H., Lim, K. Y., Wu, L. L., Fischer, C., & Warschauer, M. (2020). “I Thought We Said”: Perceived Peer Support, Discourse Cohesion, and Regulation in Engineering Design. Proceedings of the 14th International Conference of the Learning Sciences (ICLS). Nashville, TN. [link]
Dowell, N. M., Lin, Y., & Godfrey, A., & Brooks, C. (2020). Exploring the relationship between emergent sociocognitive roles, collaborative problem-solving skills and outcomes: A Group Communication Analysis. Journal of Learning Analytics, 7(1), 38-57. [link][preprint]
McPartlan, P., Li, Q., Rutherford, T., Yu, R., & Xu, D. (2020). Challenges of Improving Peer Interaction in Online Courses: The Costs of Social Presence. Accepted at the annual meeting of the American Educational Research Association (AERA). (Cancelled due to COVID-19) [paper]
Yu, R. & Xu, D. What Do You Get from Replies? Causal Estimates of Peer Effects in Online Discussion Forums. (2020). In Companion Proceedings of the 10th International Conference on Learning Analytics & Knowledge (LAK '20). [paper]
Dowell, N. M., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promoting inclusivity through time-dynamic discourse analysis in digitally-mediated collaborative learning. In Proceedings of the 20th International Conference on Artificial Intelligence in Education (pp. 207-219). Chicago, IL: ACM. [link][preprint]
Lin, Y., Dowell, N. M., Godfrey, A., Cho, H., & Brooks, C. (2019). Modeling gender differences in intra- and interpersonal dynamics during collaborative interactions. In Proceedings of the 9th International Conference for Learning Analytics & Knowledge (pp. 431-435). Temple, AZ. [link][preprint]
Yu, R. (2019). Deconstructing the Evolution of Collaborative Learning Networks. In Companion Proceedings of the 9th International Conference on Learning Analytics & Knowledge (LAK '19). (pp. 741-745). [paper]
McPartlan, P., Li, Q., Umarji, O., & Rutherford, T. (2019, May). How students with performance goals compare themselves when class is online. Paper presented at the annual meeting of the Association for Psychological Science, Washington, D.C. [paper]
Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor Email Activity and Voluntary Meeting Time in a Physical Classroom Facilitate Student Learning? Online Learning, 22(3), 193-215. [link]
Hu, J., Dowell, N. M., & Brooks, C., & Yan, W. (2018). Temporal changes in affiliation and emotion in MOOC discussion forum discourse. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (pp. 145-149). [link][preprint]
Joksimović, S., Dowell, N. M., Poquet, O., Kovanović, V., Gašević, D., Dawson, S., & Graesser, A. C. (2018). Exploring development of social capital in a CMOOC through language and discourse. The Internet and Higher Education, 36, 54-64. [link][paper]
Graesser, A. C., Dowell, N. M., & Clewley, D. (2017). Assessing collaborative problem solving through conversational agents. In A. Von Davier, M. Zhu, & P. C. Kyllonen (Eds.), Innovative assessment of collaboration (pp. 65-80). Springer. Princeton, NJ. [link]
Poquet, O., Dawson, S., & Dowell, N. M. (2017). How effective is your facilitation? Group level analytics of MOOC forums. In Proceedings of the 7th International Conference on Learning Analytics and Knowledge (pp. 238-248). [paper]
Joksimović, S., Dowell, N. M., Oleksandra, S., Kovanović, V., Gašević, D., Dawson, S., & Graesser, A. C. (2015). How do you connect? Analysis of social capital accumulation in connectivist MOOCs. In Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 64-68). [link][paper]
Dowell, N. M., Skrypnyk, O., Joksimović, S., Graesser, A. C., Dawson, S., Gašević, S., Hennis, T., de Vries, P., & Kovanović, V. (2015). Modeling learners’ social centrality and performance through language and discourse. In Proceedings of the 8th International Conference on Educational Data Mining (pp. 250-257). [link][paper]
Dowell, N. M., Cade, W. L., Tausczik, Y. R., Pennebaker, J. W., & Graesser, A. C. (2014). What works: Creating adaptive and intelligent systems for collaborative learning support. In Proceedings of the 12th International Conference on Intelligent Tutoring Systems (pp. 124-133). [link][paper]
D’Mello, S. K., Dowell, N. M., & Graesser, A. C. (2011). Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language? Journal of Experimental Psychology: Applied, 17(1), 1-17. [link][paper]
Dowell, N. M., Lin, Y., & Godfrey, A., & Brooks, C. (2020). Exploring the relationship between emergent sociocognitive roles, collaborative problem-solving skills and outcomes: A Group Communication Analysis. Journal of Learning Analytics, 7(1), 38-57. [link][preprint]
McPartlan, P., Li, Q., Rutherford, T., Yu, R., & Xu, D. (2020). Challenges of Improving Peer Interaction in Online Courses: The Costs of Social Presence. Accepted at the annual meeting of the American Educational Research Association (AERA). (Cancelled due to COVID-19) [paper]
Yu, R. & Xu, D. What Do You Get from Replies? Causal Estimates of Peer Effects in Online Discussion Forums. (2020). In Companion Proceedings of the 10th International Conference on Learning Analytics & Knowledge (LAK '20). [paper]
Dowell, N. M., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promoting inclusivity through time-dynamic discourse analysis in digitally-mediated collaborative learning. In Proceedings of the 20th International Conference on Artificial Intelligence in Education (pp. 207-219). Chicago, IL: ACM. [link][preprint]
Lin, Y., Dowell, N. M., Godfrey, A., Cho, H., & Brooks, C. (2019). Modeling gender differences in intra- and interpersonal dynamics during collaborative interactions. In Proceedings of the 9th International Conference for Learning Analytics & Knowledge (pp. 431-435). Temple, AZ. [link][preprint]
Yu, R. (2019). Deconstructing the Evolution of Collaborative Learning Networks. In Companion Proceedings of the 9th International Conference on Learning Analytics & Knowledge (LAK '19). (pp. 741-745). [paper]
McPartlan, P., Li, Q., Umarji, O., & Rutherford, T. (2019, May). How students with performance goals compare themselves when class is online. Paper presented at the annual meeting of the Association for Psychological Science, Washington, D.C. [paper]
Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor Email Activity and Voluntary Meeting Time in a Physical Classroom Facilitate Student Learning? Online Learning, 22(3), 193-215. [link]
Hu, J., Dowell, N. M., & Brooks, C., & Yan, W. (2018). Temporal changes in affiliation and emotion in MOOC discussion forum discourse. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (pp. 145-149). [link][preprint]
Joksimović, S., Dowell, N. M., Poquet, O., Kovanović, V., Gašević, D., Dawson, S., & Graesser, A. C. (2018). Exploring development of social capital in a CMOOC through language and discourse. The Internet and Higher Education, 36, 54-64. [link][paper]
Graesser, A. C., Dowell, N. M., & Clewley, D. (2017). Assessing collaborative problem solving through conversational agents. In A. Von Davier, M. Zhu, & P. C. Kyllonen (Eds.), Innovative assessment of collaboration (pp. 65-80). Springer. Princeton, NJ. [link]
Poquet, O., Dawson, S., & Dowell, N. M. (2017). How effective is your facilitation? Group level analytics of MOOC forums. In Proceedings of the 7th International Conference on Learning Analytics and Knowledge (pp. 238-248). [paper]
Joksimović, S., Dowell, N. M., Oleksandra, S., Kovanović, V., Gašević, D., Dawson, S., & Graesser, A. C. (2015). How do you connect? Analysis of social capital accumulation in connectivist MOOCs. In Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 64-68). [link][paper]
Dowell, N. M., Skrypnyk, O., Joksimović, S., Graesser, A. C., Dawson, S., Gašević, S., Hennis, T., de Vries, P., & Kovanović, V. (2015). Modeling learners’ social centrality and performance through language and discourse. In Proceedings of the 8th International Conference on Educational Data Mining (pp. 250-257). [link][paper]
Dowell, N. M., Cade, W. L., Tausczik, Y. R., Pennebaker, J. W., & Graesser, A. C. (2014). What works: Creating adaptive and intelligent systems for collaborative learning support. In Proceedings of the 12th International Conference on Intelligent Tutoring Systems (pp. 124-133). [link][paper]
D’Mello, S. K., Dowell, N. M., & Graesser, A. C. (2011). Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language? Journal of Experimental Psychology: Applied, 17(1), 1-17. [link][paper]