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 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 Targeting dominant publics: How counterpublic commenters align their efforts with mainstream news

2017 ◽  
Vol 20 (5) ◽  
pp. 2011-2027 ◽  
Author(s):  
Florian Toepfl ◽  
Eunike Piwoni
Keyword(s):  
Content Analysis ◽  
Study Design ◽  
Common Currency ◽  
Quantitative Content Analysis ◽  
Electoral Success ◽  
Case Study Design ◽  
Alternative Für Deutschland ◽  
Quantitative Content ◽  
News Websites

This study illustrates how the emphasis structure of counterpublic discourses surfacing online can be predicted by that of the dominant publics that these counterpublics—at the argumentative level—so resolutely oppose. Deploying a single common case study design, the article scrutinizes a counterpublic discourse that surfaced in the comment sections of Germany’s opinion-leading news websites in the week after the surprising electoral success of a new anti-Euro party, the Alternative für Deutschland (AfD). Quantitative content analysis identifies 75% of all comments posted ( N = 2955) to all articles about the AfD ( N = 19) as part of an anti-Euro counterpublic. While this counterpublic sharply opposed the editorial lines of Germany’s unanimously pro-common-currency media, it still aligned its efforts closely with this dominant public—albeit at a deeper level. As the findings demonstrate, the frequencies with which commenters adopted six emphasis frames were significantly predicted by the frequencies of these frames in mainstream news.

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.

The mediated discourse and voice of euthanasia: the Israeli media as a case study

2021 ◽  
pp. medhum-2020-012097
Author(s):  
Baruch Shomron
Keyword(s):  
Quality Of Life ◽  
Content Analysis ◽  
Quantitative Content Analysis ◽  
Quantitative Content ◽  
The Social ◽  
The Media ◽  
Social Debate ◽  
Civil Participation

Euthanasia is an important social and quality of life issue. However, it is highly controversial and thus continuously debated especially given its legitimacy and legality differ between countries. Little is known about the role media plays concerning this topic. To fill this gap, this study applies a mixed methods approach to a case study of Israeli media, including a quantitative content analysis of news articles (to measure the discourse of ‘civil participation’), a thematic analysis of news articles (to examine the ‘voice’) and a quantitative content analysis of Facebook comments (to measure ‘being heard’). Results indicate that while the media highly enables the media capability of ‘voice’ (both ‘voicing’ and ‘being heard’), it limits the media capability of ‘civil participation’ to a narrow array of discourse, hindering the social debate. These results reveal the role the media plays regarding euthanasia, integral to individuals’ quality of life through the realisation of their media capabilities, and in relation to the act of euthanasia itself.

scholarly journals Revenue and Branding Strategy in the Norwegian News Market

2013 ◽  
Vol 33 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Helle Sjøvaag
Keyword(s):  
Content Analysis ◽  
Market Power ◽  
Qualitative Interviews ◽  
Added Value ◽  
Brand Value ◽  
News Production ◽  
Breaking News ◽  
Quantitative Content ◽  
Revenue Streams

Abstract Future revenue streams for journalism are said not to lie in breaking news, but in specialist journalism that can engender income to sustain news production. A case study of the Norwegian TV 2 News Channel, however, shows that its profit-making features lie not in its content but in its mode of distribution. The added value of the channel to DTT subscription packages is as much due to TV 2’s market power and news brand value as to the news channel concept itself. This article analyses the function of the news channel in today’s competitive journalistic landscape from the perspective of news sociology and media economy, presenting a quantitative content analysis of the news output of TV 2 News Channel, qualitative interviews with TV 2 news editors, and analysis of key strategy documents of the organization.

scholarly journals MEMBONGKAR ISI PESAN DAN MEDIA DENGAN CONTENT ANALYSIS

2019 ◽  
Vol 17 (33) ◽  
pp. 32
Author(s):  
Gusti Yasser Arafat
Keyword(s):  
Social Sciences ◽  
Content Analysis ◽  
Quantitative Research ◽  
Science Research ◽  
Media Effect ◽  
Social Construct ◽  
Quantitative Content ◽  
The People ◽  
The Media ◽  
The Difference

Content analysis in a quantitative research tradition is a method of communication science research and also for some of another social sciences branch. The quantitative content analysis is in the scope of positivistic paradigm that put its researcher as a neutral scientist who do not take a side and forbidden prohibited to product opinion. The researcher is only need to collect and then categorizing meaning of a content such as text, image, sign, and symbol. Content analysis is also able to test a hipotetic using deductive methode by series of statistic test. In communication sciences, this research methode model would powerful to answer how the media effect which impact to public and analyzing the people all at once. The difference between social construct in society and the recontructed reality by the media would being explained using this great methode. Content analysis is capable to measure the accuracy level of message producer and where it’s inclined.

scholarly journals Ghosts, stars, and learning online: Analysis of interaction patterns in student online discussions

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Debbie Samuels-Peretz
Keyword(s):  
Content Analysis ◽  
Teacher Preparation ◽  
Collaborative Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Ways Of Knowing ◽  
Online Discussions ◽  
Interaction Patterns ◽  
Learning And Collaboration

<p>Discussions are commonly used in online teaching and have been shown to foster student learning and collaboration. This case study uses content analysis to explore the interaction patterns of student online discussions during a semester-long teacher preparation course using concepts from sociometry. Findings suggest that interaction patterns were influenced by the content of student posts. Online discussions in this case were found to be an equitable form of collaborative learning, enabling each student to have a voice. There were, however, indications that gendered ways of knowing may play a role in the content of interaction, if not in the patterns themselves.</p>

Learning Portfolios as Means of Evaluating Futures Learning: A Case Study at Renaissance College

2019 ◽  
Vol 11 (4) ◽  
pp. 360-378
Author(s):  
Thomas Mengel
Keyword(s):  
Content Analysis ◽  
Course Design ◽  
Online Discussions ◽  
General Interest ◽  
Integrated Learning ◽  
Improvement Project ◽  
Computer Aided ◽  
The Future ◽  
Learning Portfolios

This article evaluates a particular classroom improvement project. It contributes to answering three questions: (1) Does adding the (personal) futures perspective to our course change how learners think about and plan for the future? (2) Does an integrated learning portfolio help evaluating learners’ foresight capacity? (3) How can we know the answers to questions 1 and 2? I use the case study approach—describing our “teach the future” experience within an undergraduate course at a Canadian University—and a (computer aided) content analysis to evaluate the effectiveness of adding core elements of (personal) futures learning to an existing course. The results will be of interest to others who wonder whether “teaching the future” makes a difference in building foresight capacity. In particular, readers can glean the potential value of learning portfolios for this purpose. First, I describe the case study and how futures learning fits into this context. Second, I provide an overview of the course “RCLP 3030 Integrated Learning Portfolio” including the course outcomes, assessment, and futures-related content. Third, I describe the actual run of the course and how learners engaged with the material; this includes learners’ contributions to the online discussions that will help evaluate the learning that takes place and the effectiveness of the course design. Fourth, with the help of computer-aided content analysis I analyze the learning portfolio submissions of all learners at the end of the course. Fifth, I provide an evaluation summary, discuss next steps, and offer recommendations of general interest.

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