Reshaping Rhetorical Space: E-learning through Online Asynchronous Discussion

2016 ◽  
pp. 103-126
Author(s):  
Terry Locke
Keyword(s):  
Asynchronous Discussion ◽  
E Learning ◽  
Online Asynchronous Discussion ◽  
Rhetorical Space

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 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.

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