Evaluating online conversation in an asynchronous learning environment: An application of Grice's cooperative principle (original) (raw)
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This study analyzed discussion in an online conference that supplemented class discussion within a traditional graduate level educational psychology course. At least once during the online discussion, each student in the course assumed the role of a starter who initiated a discussion as well as the role of a wrapper who concluded a discussion. Various quantitative measures were recorded to compare instructor and student participation rates. In addition, Henri's (1992) model for content analysis of computer-mediated communication was used to qualitatively analyze the electronic discourse. The five key variables examined with this model were: (1) student participation; (2) electronic interaction; (3) social cues; (4) cognitive skills and depth of processing; and (5) metacognitive skills and knowledge. Transcript content analyses revealed that, while students tended to post just the one required comment per week in the conference, their messages were lengthy, cognitively deep, and indicative of a student oriented environment.
Content Analysis as a Method to Assess Online Discussions for Learning
SAGE Open, 2014
One of the challenges for instructors in online education is to create learning opportunities through online text-based discourse. The goal of this study was to examine the use of content analysis to better understand graduate students' learning in online discussions. The discussion transcripts of a hybrid graduate course were analyzed to determine levels and frequencies of learning or cognitive presence. The analysis of the online discussions was guided by social constructivist rationale, and includes descriptive statistics and inter-rater reliability measurements. Findings show that cognitive presence levels were concentrated in categories marked for exploration and integration. Non-cognitive messages resulted in the highest frequencies of discussion messages, demonstrating indications of social presence and teaching presence. Training was found to be a key factor in resolving coding inconsistencies to improve the reliability of the content analysis. The processes of content analysis applied in this study to evaluate learning in online discussions provided useful information for the development and study of online discussions for learning.
Abstract Use of learning management systems is prevalent across the continuum of education formats (online, blended, face-to-face). Specific asynchronous tools such as the discussion board are effective for student-instructor and student-student communication (Calderon, Ginsberg, & Ciabocchi, 2012; Jorczak and Dupuis, 2014; Lane, 2014). However, designing learning assignments that optimize the educational value of web-based tools requires a careful consideration of strategies to evaluate students’ learning outcomes. To date, there is a lack of systematic analysis that focuses on identifying learning evaluation dimensions that extend beyond the traditional strategies to evaluate written assignments or face-to-face communication. Previous work includes a-priori parameters or instrumental dimensions such as critical thinking (Lai, 2012) or length of communication (Brooks and Bippus, 2012). This study utilized a post-priori analysis of students’ responses to an online discussion board assignment in graduate course to identify organically emerging indicators of learning that occur when completing such assignments, thus capturing learning outcomes unique to an online group discussion assignment. Three dimensions of learning emerged: contextual (accuracy and sophistication of response content); interpersonal communication (quality of peer-to-peer interaction); meta-learning (reflections on the assignment and the learning process), that can serve as parameters for evaluating educational outcomes unique to the online environment. Key words: Online learning; outcome assessment; discussion board; post-priory analysis
Learning through online discussion: a framework evidenced in learners’ interactions
2011
Online learning, often supported through online discussion, is not only a popular means of supporting off-campus learners, but increasingly has a place within campus-based learning courses. Laurillard and others suggest that there are assumptions being made about learning through online discussion that have yet to be fully tested, and therefore there is a need to examine this area further. Tutors and learners may benefit from having a greater insight and understanding of how engaging in asynchronous online discussion presents opportunities for learning on an individual and a collective basis. This research study focused on learners’ engagement with online discussion and their perceptions of how engaging in online discussion impacts on learning. This paper revisits learning through online discussion and proposes a framework, which emerges from the analysis of learners’ experiences. A grounded theory approach was used in the collection and analysis of six learner case studies within a...
Online discussions and perceived learning
9th Americas Conference on Information Systems. …, 2003
As major activities in distance learning courses, online discussions play an important role in student learning. Currently, both asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require online discussions. Does this requirement improve the students' perceived learning? An exploratory study conducted in Spring 2002 drew responses to a post-course questionnaire designed to explore this issue from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions forms a reliable, unidimensional index for this construct.
Information & Management, 2008
Computer-mediated communication (CMC) has commonly been adopted in educational settings. However, few researchers have studied the effects of different CMC in such settings. This study examines how the use of synchronous chat, as a complement to asynchronous discussion board, affects student participation in online discussions. Two online classes of different sizes (n=8, 19) that participated in two asynchronous and two synchronous online discussions were examined. Both actual and perceived measures of participation indicated that the use of synchronous chat affected participation positively, which was especially evident in the smaller class. In the synchronous discussions, the students felt that they worked together, because they were confident that someone would respond to their ideas, and they did not feel restricted to discussing course content, which seem to be key factors in what is labeled personal participation.
A Description of Asynchronous Online Discussions in Higher Education
This study provides a preliminary characterisation of asynchronous online discussions as a learning tool in higher education (Garrison 2003; Ho & Swan 2007). Our materials consist of the written record of 16 online discussions, totalling circa 165,000 words, from a one-semester course on general English-Spanish-English translation. The participants are second-year students from different nationalities, mostly Spanish, using Spanish and less frequently Galician as lingua francas. We start by describing the various situational factors surrounding the events (including the role of the discussions in the course, the variety of participants and the nature of their relationship), which may explain some highly recurrent language and organisational features encountered in the resulting texts. Secondly, using Antconc, we carry out an exploratory analysis of the lexical and collocational patterns of the exchanges. The findings reveal a very strong interactive component (Herring 1999, Condon & Čech 2010), with two dominant functions, the creation of affiliation and the prevention of conflict. The analysis shows a widespread use of praise, hedging and other forms of politeness in the posts, and, more generally, a clear concern for the interests of other participants in the discussion and an effort to acknowledge their voices. In the paper, we also look into the evolution of the exchanges over the time-span of the course by focusing on one case study. The analysis reveals the progressive crystallisation of the genre in the student's interventions, a process which involves a clear evolution from a rather tentative kind of post, mostly monologic, informational and author-centred, to a progressively longer post with a more complex structure, and especially a heightened awareness of the dialogic and multi-party nature of the exchanges (Herring 1996). The results of the study may have considerable pedagogical interest. We believe that computer-mediated communication (CMC), including asynchronous online discussion forums, is bound to play an increasingly significant role in the future of higher education.
Investigating the Use of Online Discussions in an Undergraduate Face-to-face Course
2010
This paper uses Garrison, Anderson and Archer’s (2000) Community of Inquiry framework to investigate the levels of cognitive and teaching presence within online discussions as a component of an undergraduate face-to-face course. Online discussion was used to support face-to-face learning and teaching. The student and instructor online postings were analyzed using the indicators of cognitive and teaching presence within the Community of Inquiry framework. Although the instructor actively participated and facilitated online discussions, the course was not designed for pre-service teachers to move through all four phases of cognitive presence. This paper examines the levels of engagement that pre-service teachers who had enrolled in a face-to-face course, utilised non-compulsory online discussion forums to enhance their learning.
IOSR Journal of Research & Method in Education (IOSRJRME), 2014
Online interactivity has been a problem in distance learning education at two levels: social and instructional. As it relates to instruction, there is near unanimity of opinions from published literature that there needs to be a "fine tuning" of the control of interaction within the instructional process. This pilot study attempts to understand what factor(s) actually affect learner participation in asynchronous online discussion forum in higher education environment. Primary data was collected using a semi structured questionnaire which was emailed to 90 academic staff and students of a typical UK university. 31% of questionnaires were returned. Data analysis was carried out using Microsoft Excel software. Descriptive and inferential statistical techniques were used to analyze the quantitative data. Findings indicate that nearly 85% of respondents do not use WOLF platform for engagement with their teachers and peers. Reasons given by student respondents for not using the platform ranged from lack of awareness to preference for other media with equivalent capabilities. A recommendation has been made for the redesigning of WOLF to integrate social media functions so as to enhance acceptability.