scholarly journals Towards understanding online learning levels of engagement using the SQUAD approach to CMC discourse

2003 ◽  
Vol 19 (3) ◽  
Author(s):  
Peter K. Oriogun
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Small Groups ◽  
Theoretical Basis ◽  
Problem Based Learning ◽  
Subject Area ◽  
Computer Conferencing ◽  
Transcript Analysis ◽  
Online Discourse ◽  
Cognitive Reasoning

Recent research in content analysis has shown the difficulties of achieving acceptable levels of inter-rater reliability with CMC transcripts. This has lead to the development of semi-structured computer conferencing systems, in which participants choose the type of contribution that they are making from a limited set of alternatives. This article extends previous work with respect to semi-structured approaches to online discourse, suggesting coding categories relevant for problem based learning. The SQUAD approach to online discourse offers definitions for quality with respect to participation, interaction and cognition, when using the message as the unit of CMC transcript analysis, analysing for what the author has termed as ‘online learning levels of engagement’. It is argued that the theoretical basis underpinning the SQUAD approach is beneficial for the development of teamwork and cognitive reasoning when learning in small groups, and that it is a relatively straightforward exercise to apply this approach in a different mode of study or subject area.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

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 ANALISIS ISI BUKU MATEMATIKA KURIKULUM 2013 SMP KELAS VIII SEMESTER 1 BERDASARKAN TAKSONOMI TIMSS

2020 ◽  
Vol 31 (2) ◽  
pp. 9-20
Author(s):  
Yuyun Evi Mawarni
Keyword(s):  
Content Analysis ◽  
Mathematics Curriculum ◽  
Cognitive Domain ◽  
Cognitive Dimension ◽  
Analysis Study ◽  
Cognitive Reasoning ◽  
Content Domain ◽  
Class Viii ◽  
Practice Questions ◽  
Cognitive Dimensions

The purpose of this research was to determine the composition of the material and practice questions in the mathematics curriculum guide 2013 junior class VIII Semester 1 in terms of content and cognitive domain taxonomy based on TIMSS. This study was a content analysis study (content analysis). The results showed that the analysis of the presentation of the material in terms of the proportion of each content domain, domain algebra occupied the highest proportion with a percentage of 50%, the domain geometry with 33.33% while the percentage of domain data and opportunities with a percentage of 16.67% and there are no material including in the domain of numbers. Judging from the cognitive dimensions, applying knowing domain is (68.42%) and knowing is (21.05%) while the reasoning domain has the 10.53% (the lowest). For analytical presentation of questions in terms of the proportion of each dimension of the content, the material has a percentage of 60.64% algebra, geometry material has persetase 32.13% while the material data and the opportunity have a percentage of 7.23%. From the cognitive dimension to training issues were gained 36 reached the level of cognitive domain knowing 16.98%, 114 reached the level of cognitive domain applying  with 53.77% and 62 about already reached a level of cognitive reasoning domain with  29.25%

scholarly journals Evaluasi Perkuliahan Daring Keterampilan Menulis selama Masa Pandemi Covid-19 dengan Model Evaluasi CIPP

2021 ◽  
Vol 8 (2) ◽  
pp. 27
Author(s):  
Cahyo Hasanudin ◽  
Wagiran Wagiran ◽  
Subyantoro Subyantoro
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
Secondary Data ◽  
Evaluation Instrument ◽  
Input Process ◽  
Content Analysis Method ◽  
Evaluative Research ◽  
Process Product

Abstract: The evaluation of CIPP model is a very complete and comprehensive evaluation model in evaluating a program. This study aims to evaluate online learning for writing subject in the Indonesian Language and Literature Education Department, IKIP PGRI Bojonegoro during the covid-19 pandemic using CIPP evaluation model. This qualitative study is descriptive evaluative research. There are primary and secondary data. Technique in collecting data are interview, questionnaire, and documentation. This study utilizes an online learning evaluation instrument for writing subject using 21 questions and implementing very inappropriate criteria (≤ 25 %), not suitable criteria (≥ 26%), appropriate criteria (≥ 51%), and very suitable criteria (≥ 76%). The data is analyzed using content analysis method. The results of study show that the evaluation of online learning on writing subject during the covid-19 pandemic using CIPP evaluation model on the context aspect obtains 90%. In the input aspect, the percentage is 82%. In the process aspect, the percentage is 88%. In the product aspect, the percentage is 92%. The percentage is obtained from the average number of all indicators in each aspect. It can be concluded that online learning of writing subject during the covid-19 pandemic from all aspects (context, input, process, product) is very appropriate. Keywords: CIPP evaluation model, online learning, writing subject, covid-19 pandemic Abstrak: Evaluasi model CIPP merupakan model evaluasi yang sangat lengkap dan komprehensif dalam mengevaluasi suatu program. Tujuan penelitian ini adalah untuk melakukan evaluasi pada perkuliahan daring mata kuliah keterampilan menulis di Program Studi Pendidikan Bahasa dan Sastra Indonesia, IKIP PGRI Bojonegoro selama masa pandemi covid-19 dengan menggunakan model evaluasi CIPP. Penelitian ini merupakan penelitian kualitatif yang bersifat deskriptif evaluatif. Data pada penelitian ini bersifat primer dan sekunder. Data dikumpulkan dengan teknik wawancara, angket, dan dokumentasi. Instrumen penelitian ini menggunakan instrumen evalusi perkuliahan daring keterampilan menulis dengan menggunakan 21 soal dan menerapkan kriteria sangat tidak sesuai (≤ 25%), tidak sesuai (≥ 26%), sesuai (≥ 51%), dan sangat sesuai (≥ 76%). Data dianalisis dengan menggunakan metode content analysis. Hasil penelitian menunjukkan bahwa evaluasi perkuliahan daring keterampilan menulis selama masa pandemi covid-19 dengan model evaluasi CIPP pada aspek context didapatkan persentase sebesar 90%. Pada aspek input didapatkan persentase sebesar 82%. Pada aspek process didapatkan persentase sebesar 88%. Pada aspek product didapatkan persentase sebesar 92%. Persentase ini diambil dari rata-rata jumlah semua indikator pada masing-masing aspek. Penelitian ini menyimpulkan bahwa perkulian daring keterampilan menulis selama masa pandemi covid-19 dari semua aspek (context, input, process, product) sudah sangat sesuai. Kata Kunci: evaluasi model CIPP, perkulihan daring, keterampilan menulis, pandemi covid-19

How Twitter drives the global news agenda: Tweets from Brazil, Russia, India, China, the UK and US and online discourse about the 2016 US presidential election

2021 ◽  
pp. 174276652110399
Author(s):  
Jane O’Boyle ◽  
Carol J Pardun
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
News Media ◽  
Presidential Election ◽  
Online Discourse ◽  
Political Communications ◽  
The Us ◽  
Us Presidential Election ◽  
The Uk ◽  
India And China

A manual content analysis compares 6019 Twitter comments from six countries during the 2016 US presidential election. Twitter comments were positive about Trump and negative about Clinton in Russia, the US and also in India and China. In the UK and Brazil, Twitter comments were largely negative about both candidates. Twitter sources for Clinton comments were more frequently from journalists and news companies, and still more negative than positive in tone. Topics on Twitter varied from those in mainstream news media. This foundational study expands communications research on social media, as well as political communications and international distinctions.

Interdisciplinary Problem-Based Learning Practices in Higher Education

2014 ◽  
pp. 243-263 ◽  
Author(s):  
Despo Ktoridou
Keyword(s):  
Higher Education ◽  
Problem Based Learning ◽  
Subject Area ◽  
Study Approach ◽  
Software Applications ◽  
Use Of Technology ◽  
Student Focus ◽  
Innovation And Technology ◽  
The University ◽  
Solution Focused

More and more students in higher education are enrolling on interdisciplinary programs. This phenomenon occurs since universities are breaking the boarders of a single subject area. At the university of Nicosia, the lecturer of two interdependent courses: MGT-372 Management of Innovation and Technology and MIS-151 Business Software Applications attempted to bring together students from different disciplines to explore the two topics. More specifically, through Interdisciplinary Problem-Based Learning (IPBL), the lecturer (author) aimed to eliminate the fragmentation and the learning of isolated skills and investigate students' motivation for learning and their level of active engagement through the use of technology (Google Apps). To address the above, the study employed a case study approach, collecting qualitative data through student focus groups, online/in-class observations, and lecturers' comments. The study showed that students seemed intrigued and satisfied working on interdisciplinary tasks, shared prior and newly researched knowledge, as well as acquired an integrated viewpoint and solution-focused strategies deriving from those disciplines.

Edmodo in an Institute of Teacher Education

2019 ◽  
pp. 123-143
Author(s):  
Quinie Ong Kooi Loo ◽  
Kathleen Dass
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Small Groups ◽  
Positive Feedback ◽  
Digital Communication ◽  
English Literature ◽  
Communication Tool ◽  
Learning Platform ◽  
Online Activities

Edmodo is a free online learning platform for teachers to communicate and collaborate with students. It is a digital communication tool that has been designed to work across a range of devices, suitable for blended learning. To maximize learning and meet the challenges of the current digitalized classroom, supplemental blended learning was adopted in an English literature course in an institute of teacher education in Kedah, Malaysia. This chapter describes how Edmodo was used to manage blended learning, with the focus on online activities created in posts, small groups, assignment tool, and polling tool. The activities were planned based on the five ingredients on blended learning by Carman. The result of a poll done in Edmodo showed 74% of the students agreed that they were able to explicate Shakespeare after attending the course, and 81% opined that the course was effectively organized in Edmodo. Based on the positive feedback, Edmodo is recommended for subsequent blended learning courses.

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