Title:	TOWARDS EXPLORING EXISTING CONTENT ANALYSIS SCHEMES FOR ASYNCHRONOUS SMALL GROUP COLLABORATIVE CMC LEARNING
Author(s):	Peter K Oriogun , Diana Cave
ISBN:	978-972-8924-58-4
Editors:	Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2008
Edition:	V I, 2
Keywords:	Asynchronous, Computer-Mediated Communication (CMC), Cognitive Presence, Content Analysis, Code-Recode, Usability Evaluation
Type:	Full Paper
First Page:	271
Last Page:	278
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	In this paper we addressed one main concern of researchers that existing Content Analysis (CA) schemes should be used more widely by CA researchers in order to empirically validate the same instead of having to formulate new schemes due to lack of confidence or unwillingness to adopt existing schemes. We mapped our scheme to the practical inquiry cognitive presence model (as proposed by Garrison and colleagues), five phases directly to realise critical thinking aspects for our software engineering students in Hong Kong. We empirically examine the CMC transcripts of a group of 5 students undertaking a final year software engineering course in Hong Kong. The examination of the online transcripts involve conducting content analysis on 62 posted messages by a group of 5 students throughout the first semester of the academic year 2007/2008, in the form of code-recode, as distinct from inter-rater reliability measure. It is argued in this paper that the empirical study conducted with software engineering students in Hong Kong gives an indication that critical thinking or higher-order thinking certainly exists within online collaborative learning teams where knowledge emerges and is shared. We further claim that responses in the ‘integration’ and ‘resolution’ categories are more pertinent to critical thinking or higher-order thinking in the context of online small group collaborative learning environment when using the cognitive presence model as a framework for measurement purposes. Further, we evaluate the SQUAD software prototype online learning environment with respect to usability issues and report our findings and recommendations herein.
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