Learning networks: a field guide to teaching and learning online
Learning networks: a field guide to teaching and learning online
What we know about CSCL: ...and what we do not (but need to) know about CSCL
What we know about CSCL and implementing it in higher education
Designing for Change in Networked Learning Environments (Computer-Supported Collaborative Learning Series)
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
Contributions to a theoretical framework for CSCL
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
The development of deep learning during a synchronous collaborative on-line course
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Cracking the code: learning to collaborate and collaborating to learn in a networked environment
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Examining synchronous tutoring in a virtual world
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Network and content analysis in an online community discourse
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Interaction repertoire in a distance education community
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Computer support for participatory designing: a pilot study
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Challenges for Blog Analysis and Possible Solutions
ICWL '009 Proceedings of the 8th International Conference on Advances in Web Based Learning
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Analyzing CMC content for what?
Computers & Education - Methodological issue in researching CSCL
Analysis of Weblog-Based Facilitation of a Fully Online Cross-Cultural Collaborative Learning Course
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Computers in Human Behavior
Guiding students' online complex learning-task behavior through representational scripting
Computers in Human Behavior
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Journal of Systems and Software
Computers in Human Behavior
Human-centered process engineering based on content analysis and process view aggregation
CAiSE'11 Proceedings of the 23rd international conference on Advanced information systems engineering
What determines inter-coder agreement in manual annotations? a meta-analytic investigation
Computational Linguistics
Computers in Human Behavior
The role of scaffolding and motivation in CSCL
Computers & Education
BioNLP '12 Proceedings of the 2012 Workshop on Biomedical Natural Language Processing
Student's participation aspects in asynchronous discussions for distance education
Proceedings of the 17th Panhellenic Conference on Informatics
Activity Theory to Guide Online Collaborative Learning Instructional Design
International Journal of Systems and Service-Oriented Engineering
Activity Theory to Guide Online Collaborative Learning Instructional Design
International Journal of Systems and Service-Oriented Engineering
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Quantitative content analysis is increasingly used to surpass surface level analyses in computer-supported collaborative learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the 'unit of meaning' are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by 'unit boundary overlap' and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research.