Methodological issues in the content analysis of computer conference transcripts

Methodological issues in the content analysis of computer conference transcripts (2001)

by Liam Rourke, Terry Anderson, D. R. Garrison

Venue:

International Journal of Artificial Intelligence in Education

Add To MetaCart

Results 1 - 10 of 125

Assessing teaching presence in a computer conferencing context

by Terry Anderson, Liam Rourke, D. Randy Garrison, Walter Archer - 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 ..."

Abstract - Cited by 189 (4 self) - Add to MetaCart

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.

Researching the community of inquiry framework: . . .

by D. Randy Garrison, et al. , 2007

"... ..."

Abstract - Cited by 67 (0 self) - Add to MetaCart

Abstract not found

Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction

by Terry Anderson - International Review of Research in Open and Distance Learning, ISSN , 2003

"... No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relat ..."

Abstract - Cited by 65 (4 self) - Add to MetaCart

No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relative to the role of humans and human interaction in education and learning. The seminal article by Daniel and Marquis (1979) challenged distance educators to get the mixture right between independent study and interactive learning strategies and activities. They quite rightly pointed out that these two primary forms of education have differing economic, pedagogical, and social characteristics, and that we are unlikely to find a “perfect ” mix that meets all learner and institutional needs across all curricula and content. Nonetheless, hard decisions have to be made. Even more than in 1979, the development of newer, cost effective technologies and the nearly ubiquitous (in developed countries) Net-based telecommunications system is transforming, at least, the cost and access implications of getting the mix right. Further, developments in social cognitive based learning theories are providing increased evidence of the importance of collaborative activity as a component of all forms of education – including those delivered at a distance. Finally, the context in which distance education is developed and delivered is changing in response to the capacity of the semantic Web (Berners-Lee, 1999) to support interaction, not only amongst humans, but also between and among autonomous agents and human beings. Thus, the landscape and challenges of “getting the mix right ” have not lessened in the past 25 years, and, in fact, have become even more complicated. This paper attempts to provide a theoretical rationale and guide for instructional designers and teachers interested in developing distance education systems that are both effective and efficient in meeting diverse student learning needs.

Content analysis: What are they talking about

by Jan-willem Strijbos, Rob L. Martens, Frans J. Prins, Wim M. G. Jochems - Computers & Education , 2006

"... This is a post-print of an article submitted for consideration in the Computers and Education © ..."

Abstract - Cited by 64 (8 self) - Add to MetaCart

This is a post-print of an article submitted for consideration in the Computers and Education ©

(Show Context)

Validity in Quantitative Content Analysis

by Liam Rourke, Terry Anderson - 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 ..."

Abstract - Cited by 37 (1 self) - Add to MetaCart

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

(Show Context)

and Learning Analytics

by How To Cite, Simon Buckingham Shum, Karen Epistemology, Simon Knight, Simon Buckingham Shum, Karen Littleton

"... and other research outputs Epistemology, pedagogy, assessment and learning analytics ..."

Abstract - Cited by 32 (6 self) - Add to MetaCart

and other research outputs Epistemology, pedagogy, assessment and learning analytics

(Show Context)

The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups

by Jan-willem Strijbos, Rob L. Martens, Wim M. G. Jochems, Nick J. Broers - Small Group Research , 2004

"... The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison ..."

Abstract - Cited by 30 (7 self) - Add to MetaCart

The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison of 33 questionnaire observations, distributed over 10 groups in two research conditions (role and nonrole) revealed no main effect for performance (grade). A latent variable was interpreted as perceived group efficiency (PGE). Multilevel modeling yielded a positive, marginal effect for PGE. Groups in the role condition appear to be more aware of their efficiency as compared to groups in the nonrole condition, regardless of whether they performed well or poorly. Content analysis reveals more task-content focused statements in the role condition; however, this was not as we hypothesized (i.e., the premise that roles decrease coordination). In fact, roles appear to stimulate coordination that simultaneously increases the amount of task-content focused statements.

(Show Context)