Patterns of Interaction in a Computer Conference Transcript

Fahy, Patrick J.; Crawford, Gail; Ally, Mohamed

doi:10.19173/irrodl.v2i1.36

Cited by 106 publications

(96 citation statements)

References 17 publications

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“…Fahy (2002) utilised the Transcript Analysis Tool (TAT) (Fahy et al, 2001) to analyse gender communication differences, generally supporting the previous work of other researchers described here. However, this study investigated specific gender differences in communication style within computer conference transcript.…”

Section: Use Of Linguistic Qualifiers and Intensifierssupporting

confidence: 69%

Bridging the computer mediated communication gap

Blocher

2007

IJCEELL

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Abstract:Online learners utilise sophisticated electronic communication systems and methods to engage in current distance learning environments. This paper has outlined literature discussing various CMC styles as they exist within current CMC tools, particularly in gender-related communication style differences indicated that the current 'lean' text-based electronic communication systems tend to promote a more direct 'report' communication style. Because a learner's CMC style may influence or impact the recipient's view of the message and/or the sender, and with so many online learners now utilising computer mediated communication for personal and group communication, it would seem prudent for learners to be aware of, monitor, and perhaps strategically utilise their communication styles that benefit them in being more effective in their CMC. It is concluded that learners should be familiar with the communication styles that best convey their message with the current electronic communication tools to their intended audience for their intended purpose.Keywords: online learning; gender issues; computer-mediated communication; CMC; media richness theory; self-regulation learning; linguistic; online interaction.Reference to this paper should be made as follows: Blocher, J.M. and Tu, C-H. (2007) Chih-Hsiung Tu, PhD is an Assistant Professor at Northern Arizona University, Flagstaff, AZ and an educational/instructional technology consultant with extensive experience in distance education, e-learning, technology training in teacher education, online learning community, learning organisation, and knowledge management. His research interests are distance education, socio-cognitive learning, socio-cultural learning, online learning community, learning organisation, and knowledge management. He has edited one book, Bridging the computer mediated communication gap 139and published one book, published many papers, authored many book chapters, submitted numerous book proposals, presented at national and international conferences, and other scholarly activities.

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Section: Use Of Linguistic Qualifiers and Intensifierssupporting

confidence: 69%

Bridging the computer mediated communication gap

Blocher

2007

IJCEELL

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“…I have critiqued some previous transcript analysis work for various methodological weaknesses (Fahy 2001a) and with colleagues have suggested an alternative methodology and instrument (the Transcript Analysis Tool, TAT) for exploring interaction and social network patterns (Fahy, Crawford, and Ally 2001). This study extends previous work, in accord with the view of the impact and efficacy of CMC as dependent both upon the content of the interaction and the quality of the interpersonal environment in which it occurs (Collins and Berge 1996).…”

mentioning

confidence: 99%

Use of Linguistic Qualifiers and Intensifiers in a Computer Conference

Fahy¹

2002

American Journal of Distance Education

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Previous research in text-based computer conferencing has reported that analysis of transcripts of online discussions can reveal how participants network socially, exchange information, and attempt to construct knowledge. Some have detected gender differences in online discussions, which may affect the interpersonal dynamics within the group. This study investigated a possible gender-related communications difference (the use of linguistic qualifiers and intensifiers) in a computer conference transcript. The study differed from some previous work in using the sentence as the unit of analysis and in employing a newly developed tool for coding, the Transcript Analysis Tool. Results suggested a tendency for women to use more of the forms thought likely to sustain dialogue (qualifiers, conditional and parenthetic statements, and personal pronouns), whereas men's postings generally contained fewer qualifiers and more intensifiers. The differences were seen as generally supporting previous findings and also as demonstrating that in a moderated conference the range of interactive behavior is less extreme than in "open" or unstructured environments.Online conferencing is increasingly central to much distance education and training. Tutors and students use conferences to create and sustain relationships online, and students interact with each other and with information in conferences. Research in this area is aided by the wealth of online data generated (conference transcripts and log files detailing the interaction), which, with proper analysis, can aid in understanding the unique nature of computer-mediated communications (CMC; Collot and

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“…Horizontal questions (T1b) occurred almost four times more often in true triggers than in other types of messages. In horizontal questions, "there may not be a correct answer of solution; thus, others are invited to help provide a plausible or alternate answer, or to help shed light on the question" (Fahy, 2002a).…”

Section: Resultsmentioning

confidence: 99%

“…The TAT model (see below) was used to code each of the three course transcripts at the sentence level (Fahy, 2001;Fahy, 2002a;Fahy 2002b), while cognitive presence criteria were used to code each message as a trigger, reflection, integration, or resolution event Garrison et al, 2001). The number of responses received by each message was also recorded.…”

Section: Methodsmentioning

confidence: 99%

IRRODL Volume 4, Number 2

Authors

2003

IRRODL

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Pointing to the "objectivised, rationalized, technologically-based interaction," Peters (1973) referred to the then prevailing correspondence forms of distance education as "the most industrialized form of education" (p. 313). With such features as assembly line methods; division of labor; centralized processes of teaching materials development, production and dispatching; student admissions enrollment systems; automated registration, course allocation, and student support, and personnel management systems, distance education institutions demonstrated management structures and practices utilized in industrial and business organizations. Large numbers of courses and students were thus "processed" in correspondence, radio, and televisionbased distance education systems.Over the past decade or so, there has been a major worldwide expansion of distance education systems, particularly online, Web-based systems. Unlike prior distance education systems, however, network-based distance education models do not so readily accommodate industrialized forms of education. Indeed, the interaction that network-based models enable between students and course content, teachers and peers, sets practical and attenuates the extent to which such teaching-learning transactions may be regarded a form of industrialization.This divergence from industrial patterns of mass production is further reinforced by, currently in vogue, psychological approaches to learning that encourage abandonment of traditional teacherdirected exposition and passive student assimilation of the structures of objective reality. Constructivism calls for teaching that encourages students' active engagement in the construction of their own cognitive structures and perceptions of reality. To encourage constructivist thinking in the context of network-based distance education, teachers encourage active teacher-student and student-peer dialogue. However, there are practical limits to the number of students with whom an instructor can teach. The finite capacity of teachers to conduct and monitor these different forms of student interaction imposes limits on the capacity of institutions to match the massive numbers of students served by correspondence and mass media-based distance education systems.Notwithstanding these logistical and practical limits to applications of industrial mass production methods to online distance education at the stage of implementation, such applications continue to be relevant for other stages of distance education design and development. When reliant on print-based course materials, large distance education providers, for example, usually maintain large stockpiles of course materials to be shipped as needed to enrolled students. Production of such materials incurs costs of printing, stockpiling, and warehousing. Printing presses and warehouse facilities occupy space. Materials need to be stored, moved, and processed; sometimes Cookson, Vol. 4, No. 2, Editorial: Does "lean thinking" relate to network-based distance education? 2 they become ou...

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Patterns of Interaction in a Computer Conference Transcript

Cited by 106 publications

References 17 publications

Bridging the computer mediated communication gap

Bridging the computer mediated communication gap

Use of Linguistic Qualifiers and Intensifiers in a Computer Conference

IRRODL Volume 4, Number 2

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