Approaches to case analyses in synchronous and asynchronous environments

Computer-mediated communication (CMC) tools can be used to integrate time-intensive tasks, such as case study analyses, more easily into the teacher education curriculum. How students talk together online for learning purposes in CMC environments is an area that has not yet been thoroughly investigated. This paper extends findings from a previous study by comparing two groups of four preservice teachers analyzing cases in a synchronous and asynchronous environment. A case study and computer-mediated discourse analysis approach was taken to make sense of the discussion transcripts and participant reflections. Booth and Hulten’s (2003) taxonomy of learning contributions is used as an analysis framework. Asymmetrical participation patterns were found in both modes, with more participatory contributions to establish presence made in the asynchronous mode. More interactive moves were contributed in the synchronous mode. Reflective contributions, mainly to agree, were present in both modes. One group chose the asynchronous and the other the synchronous environment to analyze the final case of the course. Implications for the design and analysis of case discussion tasks in CMC environments are discussed

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Politeness and face in digitally reconfigured e-learning spaces

This paper has two starting points. The first is a theorization about the way in which “rhetorical space” is reshaped in asynchronous, online, learning environments. In particular, an asynchronous bulletin- board (ABB) discussion offers both opportunities and constraints for teaching and learning. The learning that occurs will be affected by the affordances implicit in the design of the conversational space itself and the communicative practices engaged in by both teachers and students. The second starting point is a small case study, utilizing action research and discourse analytical strategies, whose research participants were the author and students involved in “delivering” and “receiving” an online education course at post-graduate level using asynchronous discussion. The course, taught in English, had a mix of Chinese students (for whom English was an additional language) and native English speakers. The paper will report on students’ perceptions of what worked for them and what didn’t in respect of this elearning environment. It will also use concepts such as politeness, face and positioning to analyse aspects of the participants’ communicative practices and will draw conclusions from these in respect of how successful learning can occur in elearning environments with multicultural and multilingual students. It will make connections between the findings of this case study and other research on asynchronous, web-based learning and will makes some suggestions about what is needed in respect of the future research agenda

Computer support for collaborative learning environments

This paper deals with computer support for collaborative learning environments. Our analysis is based on a moderate constructivist view on learning, which emphasizes the need to support learners instructionally in their collaborative knowledge construction. We will first illustrate the extent to which the computer can provide tools for supporting collaborative knowledge construction. Secondly, we will focus on instruction itself and show the kinds of advanced instructional methods that computer tools may provide for the learners. Furthermore, we will discuss the learners’ prerequisites and how they must be considered when constructing learning environments.Dieser Bericht behandelt die Unterstützung kooperativer Lernumgebungen durch den Einsatz von Computern. Der theoretische Hintergrund greift auf einen moderaten Konstruktivismus zurück, der die Notwendigkeit einer instruktionalen Unterstützung für die gemeinsame Wissenskonstruktion betont. Darauf aufbauend beschreibt der Bericht in einem ersten Schritt, wie der Computer Werkzeuge zur gemeinsamen Wissenskonstruktion bereitstellen kann. Im zweiten Teil steht die Instruktion für das kooperative Lernen im Vordergrund. Dabei werden Methoden instruktionaler Unterstützung vorgestellt, die computerbasierte Werkzeuge für die gemeinsame Wissenskonstruktion bereitstellen, insbesondere Skripts und inhaltliche Strukturvorgaben. Darüber hinaus beschreibt der Bericht, inwieweit individuelle Lernereigenschaften, wie z.B. das Vorwissen, einen Einfluss auf die Realisierung von Lernumgebungen haben

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Aim/Purpose: The purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background: Up-and-coming digital native learners crave the real-time, multimedia, global-interconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter\u27s classroom integration for designers and practitioners without bundling it in with other social media tools. Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. Contribution: The findings shed light on the process of knowledge construction in microblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. Findings: There are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Recommendations for Practitioners: The three central activities (exploring hashtags, discussion topics, and participating in live chats) along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society: Microblogging allows learners omnichannel access while hashtags can filter the global noise down to meaningful bytes of information to target formal and informal learning. When shared amongst global users for participatory communication, it gives access to collaborative knowledge. This study gives practitioners and designers a working model to leverage microblogging and connect to their tech-savvy learners for more connected learning. Future Research: Future research may include experiments of this proposed model for delivering microblogging in: prolonged studies; compared to other microblogging methodologies; in non-hybrid delivery models such as asynchronous-only; in other academic or professional disciplines; or in other educational age ranges

Content analysis: What are they talking about?

Quantitative content analysis is increasingly used to surpass surface level analyses in Computer-Supported Collaborative Learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the ‘unit of meaning’ are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by ‘unit boundary overlap’ and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research

Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness

A case study in online formal/informal learning: was it collaborative or cooperative learning?

Developing skills in communication and collaboration is essential in modern design education, in order to prepare students for the realities of design practice, where projects involve multidisciplinary teams, often working remotely. This paper presents a learning activity that focusses on developing communication and collaboration skills of undergraduate design students working remotely and vocational learners based in a community makerspace. Participants were drawn from these formal and informal educational settings and engaged in a design-make project framed in the context of distributed manufacturing. They were given designer or maker roles and worked at distance from each other, communicating using asynchronous online tools. Analysis of the collected data has identified a diversity of working practice across the participants, and highlighted the difficulties that result from getting students to work collaboratively, when not collocated. This paper presents and analysis of participants’ communications, with a view to identify whether they were learning collaboratively, or cooperatively. It was found that engaging participants in joint problem solving is not enough to facilitate collaboration. Instead effective collaboration depends on symmetry within the roles of participants and willingness to share expertise through dialogue. Designing learning activities to overcome the challenges that these factors raise is a difficult task, and the research reported here provides some valuable insight

Self-Regulation in a Web-Based Course: A Case Study

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered