Content analysis coding schemes for online asynchronous discussion

2011 ◽  
Vol 28 (1) ◽  
pp. 56-74 ◽  
Author(s):  
Lisa Weltzer‐Ward
Keyword(s):  
Content Analysis ◽  
Asynchronous Discussion ◽  
Coding Schemes ◽  
Online Asynchronous Discussion

scholarly journals Contrasting syntactic and semantic units in the analysis of online discussions

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Elizabeth Murphy ◽  
Justyna Ciszewska-Carr
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
Review Of Literature ◽  
Data Set ◽  
Learning Module ◽  
Units Of Analysis ◽  
Online Asynchronous Discussion

<span>This paper reports on a study which contrasts results obtained using semantic and syntactic units of analysis in a context of content analysis of an online asynchronous discussion. The paper presents a review of literature on both types of units. The data set consisted of 80 messages posted by ten participants in an online learning module. Data were coded twice by two coders working independently. In the first instance, each coder divided all messages into semantic units and then coded those units. The second coding was conducted on the basis of a syntactic unit of a paragraph. Analysis at the level of the whole group showed little difference in results between the two types of coding. At the level of individual participants, those differences were greater. Results are discussed within a framework of reliability, capability of the unit to discriminate between behaviors, feasibility of different units, and their identifiability. Implications for research are discussed.</span>

scholarly journals Identifying Sources of Difference in Reliability in Content Analysis

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Justyna Ciszewska-Carr
Keyword(s):  
Content Analysis ◽  
Problem Formulation ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
Quantitative Content ◽  
Training And Research ◽  
Detailed Level ◽  
Online Asynchronous Discussion ◽  
The Difference

<P class=abstract>This paper reports on a case study which identifies and illustrates sources of difference in agreement in relation to reliability in a context of quantitative content analysis of a transcript of an online asynchronous discussion (OAD). Transcripts of 10 students in a month-long online asynchronous discussion were coded by two coders using an instrument with two categories, five processes, and 19 indicators of Problem Formulation and Resolution (PFR). Sources of difference were identified in relation to: coders; tasks; and students. Reliability values were calculated at the levels of categories, processes, and indicators. At the most detailed level of coding on the basis of the indicator, findings revealed that the overall level of reliability between coders was .591 when measured with Cohen&rsquo;s kappa. The difference between tasks at the same level ranged from .349 to .664, and the difference between participants ranged from .390 to .907. Implications for training and research are discussed.</P> <P><B>Keywords:</B> content analysis; online discussions; reliability; Cohen's kappa; sources of difference; coding</P>

scholarly journals Profiling individual discussants’ behaviours in online asynchronous discussions

2006 ◽  
Vol 32 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Maria A Rodriguez Manzanares
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Summative Assessment ◽  
Problem Formulation ◽  
Asynchronous Discussion ◽  
Asynchronous Discussions ◽  
Online Asynchronous Discussion ◽  
Instructional Contexts ◽  
Individual Profiles

This paper provides an illustrative example of an approach to creating and reporting individual profiles of engagement in particular behaviours in an online asynchronous discussion (OAD). Individual results of analysis of transcripts of an OAD can provide insights different from those gained by focusing on aggregate measures of group behaviours. In this case, we focused on individual behaviours associated with Problem Formulation and Resolution (PFR) in a one-month long OAD with seven graduate students. The transcripts of each participant were analysed for patterns of PFR behaviours using a previously designed instrument. Individual profiles of the seven participants were created. The paper provides examples of how the approach facilitated identification and comparison of individual weaknesses and strengths. Also provided are examples of how individual profiles might be useful in professional development and instructional contexts for formative or summative assessment purposes.

Sign in / Sign up

Export Citation Format

Share Document