A methodology for the analysis of patterns of participation within computer mediated communication courses

Abstract

In this study we propose a methodology for the analysis of text based interchanges on computer mediated conferences which is based on Speech Act theory and which takes the illocutionary act as its unit of analysis. This methodology is used to compare messages from two different conferences -one based on methods for fostering leamer independence and one based around a guest speaker seminar-and to show the differing patterns of interaction provoked by the differing task designs.

Applying collaborative and e-learning tools to military distance learning: A research framework

“…The literature on online learning details both quantitative and qualitative research instruments (Hiltz, 1990;Howell-Richardson & Mellar, 1996;Riel & Harasim, 1994). On the quantitative side, researchers often discuss usage patterns, computer log data (e.g., number of participants, message number and length, reading time, message creation time, etc.…”

“…In contrast to sociocultural theory, Howell-Richardson and Mellar (1996) analyzed an online course for educational trainers using Speech Act Theory to analyze the conferencing dialogue. Here, they looked at the structural or illocutionary properties (e.g., interrogative, declarative, directive, elicitation), group focus, task focus, addressee, and intermessage referencing.…”

Patterns of debate in tertiary level asynchronous text-based conferencing

“…Within these conferences, lecturers facilitated reflection on, and discussion of, aspects of the course content, often in relation to forthcoming written assignments. It should be noted that, as Howell-Richardson and Mellar (1996) emphasized, within a single conference message there may be more than one stage (or in their terms 'dialogic move'). (See also Hewings and Coffin (2006) on how feedback may be incorporated within the stages).…”

Analysis of Computer-Mediated Communication: Using Formal Concept Analysis as a Visualizing Methodology

“…Kuehn (1994) claims that content analysis is "one of the most promising areas for research" (p. 175). Content analysis for on-line discussion in educational settings has been used for different CMC research (Ahern, Peck, & Laycock, 1992;Henri, 1992;Howell-Richardson & Mellar, 1996;Mowrer, 1996;Newman et al, 1997). Ahern et al (1992) apply content analysis for computer conferences that are controlled under three different conditions: formal question-asking, informal question-asking, and casual conversation.…”

“…They investigate how college students' responses could change based on how the instructor asked questions differently under these conditions. Howell-Richardson and Mellar (1996) use Speech Act Theory as their theoretical foundation and analyze the data by message length, distribution, message links, and interaction. Speech Act Theory is a theory based on the notion that what people say is consistent with what they do.…”