Evaluation Methodologies for Computer Conferencing Applications

Mason, Robin

doi:10.1007/978-3-642-77684-7_7

Cited by 59 publications

(62 citation statements)

References 7 publications

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“…There have been numerous approaches to researching electronic discussion. Mason (1991) provides an overview and particular examples of approaches include: mapping interconnections between messages (Harasim, 1989); schedules for categorising the functions of different messages (Henri, 1991); and gender analysis of messages (Hodgson & McConnell, 1995). A weakness in some of the case study work is the willingness of researchers to speculate on the intentions and experiences of the participant through analysis of messages rather than through discussion with the participants themselves.…”

Section: The Researchmentioning

confidence: 99%

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Hammond

1998

Journal of Information Technology for Teacher Education

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This article explores the growing interest in the use of asynchronous text-based discussion to support the professional development of teachers and other occupational groups. It describes a post-degree course in which teachers, lecturers and librarians at local schools and colleges used on-line forums to share and reflect on their professional knowledge. The particular focus of the article is on the experiences of forum participants and the opportunities which on-line discussion provides for their professional learning. The discussion in the article is developed around an extract from a forum and focuses on the initiating of on-line discussion, what participants might learn by taking part, and the style of contributions. The article suggests that electronic forums have huge potential for developing professional knowledge in that participants have opportunities to articulate ideas, have access to other information and other viewpoints and can seek clarification from colleagues. However, the process of discussion is not straightforward. Participation cannot be easily structured, contributors may prefer different styles of messages and text-based communication may not be appropriate for some kinds of discussion. On-line discussion is then valuable and complex.

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Section: The Researchmentioning

confidence: 99%

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Hammond

1998

Journal of Information Technology for Teacher Education

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“…In particular, qualitative research using content analysis has helped researchers to understand how students learn in this virtual environment, by examining what happens in an online discussion (Mason, 1992). Henri's (1992) content analysis schema has formed the basis for subsequent studies (Hara et al, 2000;McKenzie & Murphy, 2000;Newman, Webb & Cochrane, 1995;Ng & Murphy, 2005;Stacey & Gerbic, 2003), some of which have adapted and added to Henri's schema, while other schemas investigate online discussion from different perspectives.…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

Klisc

McGill

Hobbs

2009

AJET

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Asynchronous online discussion is used in a variety of ways, both in online learning environments and in traditional teaching environments where, increasingly frequently, a blended approach is adopted. However the anticipated benefits of this tool in improving student learning outcomes are still being debated. One of the many factors affecting the outcomes of asynchronous online discussion is that of assessment. This study investigated the influence of assessment of discussion postings on the achievement of discussion outcomes as perceived by instructors. The findings indicate that the incorporation of assessment results in higher levels of discussion outcomes than if no assessment were used. The use of a subsequent assessment based on the online discussion was also examined, but the results were inconclusive.

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“…Una de las herramientas de investigación que se ha mostrado más prometedora para la investigación de las comunicaciones virtuales es el análisis de contenido (Henri, 1992; Kanuka y Anderson, 1998;Mason, 1992; Rourke, Anderson, Garrison y Archer, 2000). No solo por la facilidad para guardar, organizar o recuperar la información sino también para que el análisis de estos textos, a través del análisis del discurso, proporcione una herramienta poderosa para comprender y evaluar el proceso de enseñanza-aprendizaje en entornos virtuales (Sigala, 2003).…”

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“…Por otro, las herramientas tecnológicas han supuesto una manera diferente de comunicación profesoralumnado que, posiblemente, sea diferente a las condiciones de la acción comunicativa en una situación de presencialidad. Para conocer la manera en que las personas se comunican en situaciones de enseñanza-aprendizaje virtuales se han desarrollado diversos modelos de análisis, que han aportado una información valiosa para ampliar el conocimiento científico.Una de las herramientas de investigación que se ha mostrado más prometedora para la investigación de las comunicaciones virtuales es el análisis de contenido (Henri, 1992; Kanuka y Anderson, 1998;Mason, 1992; Rourke, Anderson, Garrison y Archer, 2000). No solo por la facilidad para guardar, organizar o recuperar la información sino también para que el análisis de estos textos, a través del análisis del discurso, proporcione una herramienta poderosa para comprender y evaluar el proceso de enseñanza-aprendizaje en entornos virtuales (Sigala, 2003).…”

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Modelos para el análisis de contenido en la comunicación virtual

Gutiérrez-Santiuste

2014

EDMETIC

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 edmetic, Revista de Educación Mediática y TIC 70Modelos para el análisis de contenido en la comunicación virtual Models of content analysis in virtual communicationElba Gutiérrez-Santiuste 1 Resumen:Este artículo contiene una revisión de literatura sobre los modelos utilizados en la educación virtual para el análisis del contenido de las comunicaciones. Se examinan los aspectos teóricos y metodológicos, los antecedentes en que se basan y las modificaciones realizadas por investigadores relevantes en el campo. Analizar la comunicación virtual es útil para los actores del proceso educativo sin limitación de distancia y tiempo, en entornos integrados por tutores, enseñantes y estudiantes que interaccionan en una nueva modalidad con características propias. Describir los modelos de comunicación mediada por ordenador aporta una información valiosa para ampliar el conocimiento científico, con pretensiones de sistematizar las líneas de investigación que se están desarrollando actualmente y, como consecuencia, de repercusión sobre la comunidad investigadora.Palabras clave: análisis de contenido, comunicación, tecnologías de la información y la comunicación, investigación teórica.Abstract: This article contains a review of literature on the models used in virtual education for the analysis of the content of communications. It examines the theoretical and methodological background underlying and relevant amendments made by researchers in the field. Describe virtual communication is useful for education stakeholders without limitation of distance and time, in environments integrated by tutors, teachers and students to interact in a new modality with its own characteristics. Systematize models computer-mediated communication provides valuable information to further scientific knowledge, with pretensions to systematize the research currently being developed and, therefore, of impact on the research community. Keywords: content analysis, communication, ICT, theoretical research.1 Universidad de Granada. egutierrez@ugr.es IntroducciónEste artículo se basa en dos premisas fundamentales. En primer lugar la concepción de que la educación es comunicación, por lo que es imprescindible un conocimiento exhaustivo sobre qué y cómo se comunica para conocer uno de sus pilares básicos. Por otro, las herramientas tecnológicas han supuesto una manera diferente de comunicación profesoralumnado que, posiblemente, sea diferente a las condiciones de la acción comunicativa en una situación de presencialidad. Para conocer la manera en que las personas se comunican en situaciones de enseñanza-aprendizaje virtuales se han desarrollado diversos modelos de análisis, que han aportado una información valiosa para ampliar el conocimiento científico.Una de las herramientas de investigación que se ha mostrado más prometedora para la investigación de las comunicaciones virtuales es el análisis de contenido (Henri, 1992; Kanuka y Anderson, 1998;Mason, 1992; Rourke, Anderson, Garrison y Archer, 2000). No solo por la facilidad para guardar, organizar o ...

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Evaluation Methodologies for Computer Conferencing Applications

Cited by 59 publications

References 7 publications

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

Learning through on-line discussion: what are the opportunities for professional development and what are the characteristics of on-line writing?

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

Modelos para el análisis de contenido en la comunicación virtual

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