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170
Assessing teaching presence in a computer conferencing context
- Journal of Asynchronous Learning Networks
, 2001
"... This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s [1] model of critical thinking and prac ..."
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Cited by 135 (2 self)
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This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s [1] model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.
How does distance education compare with classroom instruction? A meta-analysis of the empirical literature
- Review of Educational Research
, 2004
"... A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures an ..."
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Cited by 88 (1 self)
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A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.
Network Analysis Of Knowledge Construction In Asynchronous Learning Networks
, 2003
"... Asynchronous Learning Networks (ALNs) make the process of collaboration more transparent, because a transcript of conference messages can be used to assess individual roles and contributions and the collaborative process itself. This study considers three aspects of ALNs: the design; the quality of ..."
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Cited by 63 (7 self)
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Asynchronous Learning Networks (ALNs) make the process of collaboration more transparent, because a transcript of conference messages can be used to assess individual roles and contributions and the collaborative process itself. This study considers three aspects of ALNs: the design; the quality of the resulting knowledge construction process; and cohesion, role and power network structures. The design is evaluated according to the Social Interdependence Theory of Cooperative Learning. The quality of the knowledge construction process is evaluated through Content Analysis; and the network structures are analyzed using Social Network Analysis of the response relations among participants during online discussions. In this research we analyze data from two three-monthlong ALN academic university courses: a formal, structured, closed forum and an informal, nonstructured, open forum. We found that in the structured ALN, the knowledge construction process reached a very high phase of critical thinking and developed cohesive cliques. The students took on bridging and triggering roles, while the tutor had relatively little power. In the non-structured ALN, the knowledge construction process reached a low phase of cognitive activity; few cliques were constructed; most of the students took on the passive role of teacher-followers; and the tutor was at the center of activity. These differences are statistically significant. We conclude that a well-designed ALN develops significant, distinct cohesion, and role and power structures lead the knowledge construction process to high phases of critical thinking.
Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning and
- Technology
, 2003
"... Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of a ..."
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Cited by 26 (1 self)
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Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of any pedagogy which assumes that good learning is collaborative and that understanding comes through modeling, participation in, and reaction to the behaviors and thoughts of others. This study was conducted with the following objectives: (a) to analyze the patterns and types of collaborative interactions taking place in three online classes; and (b) to use these findings as a guide in the design of instructional interventions. Our goal is to understand the practice of collaborative teaching and learning so that assistance can be provided to support instructor efforts to include collaborative interactions in their courses. We used Garrison, Anderson, and Archer's (2001) "practical inquiry " model as a framework for the study. Without instructors' explicit guidance and "teaching presence, " students were found to engage primarily in "serial monologues. " Based on the findings, we propose three intervention strategies that may help
Validity in Quantitative Content Analysis
- Educational Technology, Research and Development
, 2004
"... Over the past 15 years, educational technologists have been dabbling with a research technique known as quantitative content analysis (QCA). Although it is characterized as a systematic and objective procedure for describing communication, readers find insufficient evidence of either quality in publ ..."
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Cited by 25 (0 self)
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Over the past 15 years, educational technologists have been dabbling with a research technique known as quantitative content analysis (QCA). Although it is characterized as a systematic and objective procedure for describing communication, readers find insufficient evidence of either quality in published reports. In this paper, it is argued that QCA should be conceived of as a form of testing and measurement. If this argument is successful, it becomes possible to frame many of the problems associated with QCA studies under the well-articulated rubric of test validity. Two sets of procedures for developing the validity of a QCA coding protocol are provided, (a) one for developing a protocol that is theoretically valid and (b) one for establishing its validity empirically. The paper is concerned specifically with the use of QCA to study educational applications of computer-mediated communication. The primary role of networked computers in higher education has shifted from presenting structured, preprogrammed learning materials to facilitating communication. In turn, the role of educational technology researchers has expanded to include the role of communication researcher. In the late 1980s, studies began to appear that incorporated new perspectives, new methods, and new techniques. One of the most promising was quantitative content analysis (QCA). Berelson (1952) defined QCA as “a research technique for the systematic, objective, and quantitative description of the manifest content of communication ” (p. 18). In this context, description is a process that includes segmenting communication content into units, assigning each unit to a category, and providing tallies for
Ducate Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment Language Learning & Technology 65
- In T. Koschmann (Ed.), CSCL
, 1996
"... Let us know how access to this document benefits you. ..."
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Cited by 22 (1 self)
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Let us know how access to this document benefits you.
Identifying and measuring individual engagement in critical thinking in online discussions: . . .
, 2006
"... ..."
Epistolary and expository interaction patterns in a computer conference transcript
, 2002
"... Epistolary and expository discourse types have been associated with gender in previous research on transcripts from listservs and other unmoderated sources. A procedure for transcript analysis (the Transcript Analysis Tool, or TAT), focusing on sentence types and interaction patterns, was used here ..."
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Cited by 10 (1 self)
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Epistolary and expository discourse types have been associated with gender in previous research on transcripts from listservs and other unmoderated sources. A procedure for transcript analysis (the Transcript Analysis Tool, or TAT), focusing on sentence types and interaction patterns, was used here to determine whether previously observed gender patterns could be detected in contributions to an online conference generated as part of a graduate course. The expected patterns were found (women tended to be more epistolary and aligned, while men were more expository and opposed). An important difference was the lack of extreme forms of expository behaviour (flaming, rudeness), attributed to the greater structure and moderation of the course environment. Questions raised by the study included the strategic value of epistolary and expository discourse styles in group collaborations and decision making, and topics for further research related to communications style and gender.
Crowdsourcing New Product Ideas over Time 244 Management Science 59(1
- 2013 INFORMS Schellens T, Valcke M
, 2005
"... Several organizations have developed ongoing crowdsourcing communities that repeatedly collect ideas fornew products and services from a large, dispersed “crowd ” of nonexperts (consumers) over time. Despite its promises, little is known about the nature of an individual’s ideation efforts in such a ..."
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Cited by 9 (0 self)
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Several organizations have developed ongoing crowdsourcing communities that repeatedly collect ideas fornew products and services from a large, dispersed “crowd ” of nonexperts (consumers) over time. Despite its promises, little is known about the nature of an individual’s ideation efforts in such an online community. Studying Dell’s IdeaStorm community, serial ideators are found to be more likely than consumers with only one idea to generate an idea the organization finds valuable enough to implement, but they are unlikely to repeat their early success once their ideas are implemented. As ideators with past success attempt to again come up with ideas that will excite the organization, they instead end up proposing ideas similar to their ideas that were already implemented (i.e., they generate less diverse ideas). The negative effects of past success are somewhat mitigated for ideators with diverse commenting activity on others ’ ideas. These findings highlight some of the challenges in maintaining an ongoing supply of quality ideas from the crowd over time. Key words: innovation; marketing; ideation; creativity; fixation
Learning effectiveness online: What the research tells us
- Sloan Center for Online Education
, 2003
"... This paper reviews the literature on the learning effectiveness of asynchronous online environments. It looks beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses to examine that literature in terms of forms of interactivity, ..."
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Cited by 9 (0 self)
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This paper reviews the literature on the learning effectiveness of asynchronous online environments. It looks beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses to examine that literature in terms of forms of interactivity, a feature of online environments that might matter or be made to matter in learning. It thus explores and is organized according to learner interactions with course content, student interactions with instructors, and interactions among classmates in online course environments. More recent notions of interactions with computer and course interfaces and virtual interaction are also briefly examined. The chapter concludes with a summary of what the research tells us and its for implications online learning.
