A Discourse Analysis of Online Classroom Chats: Predictors of Cyber-Student Performance

Abstract

We applied a discourse analysis (DA) to the electronic chat room discussions of a 16-week, Internet-based section of a class in statistical methods in psychology. This analysis revealed that across the semester, several DA categories (e.g., total number of student comments) were correlated with final grade in the class. An additional analysis involving only the chat room discussion of Week 3 revealed that 2 DA categories (i.e., student response to a problem or example given in lecture and total number of student comments) correlated with final grade in the class. We discuss the pedagogical implication of these results with regard to an instructor's ability to identify early warning predictors of student performance in the virtual classroom.This study explored the possibility that a discourse analysis (DA) of the real-time (i.e., synchronous) communication that occurs in electronic chat rooms would reveal predictors of students' performance in the virtual classroom. Because Internet technology and courseware are new, there are only a few studies on the characteristics and behaviors of students who succeed in Internet-based classes. Indeed, a recent review of distance learning research revealed that most studies were anecdotal in nature and only a few involved courses taught via the Internet (Phipps & Merisotis, 1999). For pedagogical reasons the lack of empirical research is unfortunate because the effective design of flexible learning environments that is possible in a technology-rich environment is hampered without an understanding of the characteristics, attitudes, and needs of students (Smith, 1997). Consequently, course design may become technology driven rather than employing technology as a resource in support of student needs (Trapp, Hammond, & Bray, 1996).A recent report (McCollum, 1997) is illustrative of a research area that is primarily anecdotal in nature. It described two sections of a statistics course offered by a sociology instructor: one in the conventional format and the second as an online Internet-based course. The instructor randomly assigned students to one of these two sections and reported that students in the virtual classroom collaborated more than students in the conventional classroom. Interviews with the Web-based students revealed an overall positive impression of the egalitarian and nonintimidating characteristics of electronic chat rooms. However, this study did not report data on academic performance or the type of communication that occurred in chat room discussions. Another study reported that honors students taking an Internet-based statistics course had positive perceptions of the course (Varnhagen, Drake, & Finley, 1997). Once again, the academic performance of these students was not reported.This study involved students who chose to register for an Internet-based section of a class in statistical methods in psychology rather than conventional sections of the class. Consequently, students retrieved all course materials (syllabus, quizzes, assignments, etc.) from the course ho...

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