Good online conversation: building on research to inform practice
Journal of Interactive Learning Research
E-Learning in the 21st Century: A Framework for Research and Practice
E-Learning in the 21st Century: A Framework for Research and Practice
The learning process, moderation and discourse patterns in asynchronous computer conferencing
The learning process, moderation and discourse patterns in asynchronous computer conferencing
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
The reliability of a dialogue structure coding scheme
Computational Linguistics
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Analyzing CMC content for what?
Computers & Education - Methodological issue in researching CSCL
An interaction visualisation tool for a learning management system
CASCON '07 Proceedings of the 2007 conference of the center for advanced studies on Collaborative research
International Journal of Business Intelligence and Data Mining
Using Jigsaw and Case Study for supporting online collaborative learning
Computers & Education
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This contribution examines the methodological challenges involved in defining the collaborative knowledge-building processes occurring in asynchronous discussion and proposes an approach that could advance understanding of these processes. The written protocols that are available to the analyst provide an exact record of the instructional transactions at a given time in the online discussion. On the basis of a study of online discussion forums used in a higher education context, a model for the analysis of collaborative knowledge building in asynchronous discussion is presented. The model allows examination of the communication from the multiple perspectives of interaction, cognition and discourse analysis. The investigation was conducted using a qualitative case study approach and involved an in-depth examination of three cases. Content analysis of the discourse was done at a number of levels, focusing on the discussion forum itself, the discussion threads, the messages, and the exchanges and moves among the messages. As a result of correspondences found among the variables representing the different levels of the analysis, the most important being the relationship between type of interaction, phase of critical inquiry, and move in the exchange structure, it was possible to build a scheme for assessing knowledge building in asynchronous discussion groups. The scheme integrates the interactive, cognitive and discourse dimensions in computer-supported collaborative learning (CSCL). The study represents a merging of quantitative analysis within qualitative methodology and provides both an analytic and a holistic perspective on CSCL.