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

The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined

Collaborative examinations in asyncronous learning networks : field experiments on collaborative learning through online assessments

With the proliferation of computer networks and the emergence of virtual teams, learning and knowledge sharing in the online environment has become an increasingly important topic. Applying constructivism and collaborative learning theories to assessment, the collaborative online exam is designed featuring students\u27 active participation in various phases of the exam process through small group activities online. A participatory online exam process is designed featuring similar procedures except that students\u27 involvement in each phase of the exam is individual. The collaborative online exam and the participatory online exam are investigated regarding student exam study strategies, group process, exam outcomes, faculty satisfaction, and exam efficiency. A 1*3 field experiment was conducted to compare three exam modes: the traditional exam, the participatory exam, and the collaborative exam. Results show that the collaborative examination significantly enhanced interaction and promoted higher order learning. In particular, small group activities in the online learning process significantly increased interactions among students which enhanced their sense of an online learning community. Active involvement in the online exams significantly reduced the use of surface learning in exam study. Overall, students reported significantly higher perceptions of learning in the collaborative exam than the other exam modes

An analysis of student collaboration and task completion through project based learning in a web-supported undergraduate course

Over the past decade calls for reform in higher education have emphasized that education should become less instructor centered with students taking a more active role in their learning. Moreover, there is increasing pressure on university professors to implement student centered teaching strategies that negate time and place restrictions of the classroom by integrating technologies that support the active engagement of students through Internet based applications. The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity. Twenty-one undergraduate students participated in the study while completing a component of a course that incorporated a collaborative project as part of the requirements for completion. A multi-case study was conducted on six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions that students had of their experiences in this type of learning environment. It was found that the interactions that occurred online closely followed established steps in the problem solving process. There were also indications that the type of system used for online communications (asynchronous and synchronous) is an important factor in task appropriateness. The findings of this study also revealed that high and low achieving groups differ in frequency and temporal aspects of their online interactions. Students also differentiated between asynchronous and synchronous systems as to the type of tasks that are best suited for each. Their was a general consensus that asynchronous systems are best for tasks that require reflection time and deeper thought and synchronous systems are best for brainstorming and as a forum for the free flow of ideas. The latter also seems to be more conducive to situations that require solidarity building and group social connection. The findings of this study provide valuable information that contributes to the body of literature in online learning, provided practitioners with insights into the importance of the interactions that occur, and provides researchers with possible future studies that are relevant to this immerging field of education