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Community of Inquiry in an Online Course D’Arcy Norman Collaboration for Learning 2013.

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Presentation on theme: "Community of Inquiry in an Online Course D’Arcy Norman Collaboration for Learning 2013."— Presentation transcript:

1 Community of Inquiry in an Online Course D’Arcy Norman Collaboration for Learning 2013

2 A Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course

3 Research question How does the selection of an online discussion software environment, specifically the Blackboard discussion board and WordPress blogging software, when combined with course design and pedagogical decisions, influence the nature of a learning community, as expressed through online discourse and social connectedness in higher education?

4 unofficial research question WordPress rules, Blackboard drools. #amiright?

5

6 Types of data Online discussion archives – Metadata Timestamps Participants and connectedness – Coding of online discussion posts Survey – combined CoI & Classroom Community Interview

7 ONLINE DISCUSSION METADATA Information about the posts…

8 Title… AuthorDate Metadata…

9 IdPlatformDiscussionThreadPersonDateDayWordcountImagesLinksAttachmentsCognitiveTeachingSocial# Cognitive# Teaching# Social# of Presences 1 BlackboardFAQ1.1Instructor 2BlackboardFAQ1.1.1 Instructor C2A T1B BlackboardFAQ Student BlackboardFAQ Instructor C2A BlackboardFAQ Student BlackboardFAQ Instructor C2A T1A BlackboardFAQ Student BlackboardFAQ1.1.2 Instructor T1A BlackboardFAQ1.1.3 Instructor T1A,T3B BlackboardFAQ1.1.4 Instructor C2A T1A,T3B BlackboardFAQ Instructor C2A BlackboardFAQ Instructor C2A T1A BlackboardFAQ1.1.5 Instructor C2A T3B BlackboardFAQ1.1.6 Student C1B,C2A BlackboardFAQ Instructor C2A T3BS2B BlackboardFAQ Student C1B S2B BlackboardFAQ Instructor C2A T3B BlackboardFAQ Student C1B S2B BlackboardFAQ Instructor C2A T3B BlackboardFAQ1.1.7 Student C2A BlackboardFAQ Instructor S2B,S3A BlackboardFAQ1.1.8 Student C1B S2B BlackboardFAQ Instructor T3B BlackboardFAQ1.1.9 Instructor C2A T3B 1102

10 Figure 4.2 – Sample diagram of posts and responses built from metadata in online discussions… WordPress Blackboard

11 Figure 4.9 – Connections between individuals in WordPress (left) and Blackboard (right)

12 Figure 4.4 – Number of posts and average word count for Blackboard and WordPress

13 Figure 4.8 – Mean, max and min total word counts of students’ posts to Blackboard and WordPress

14 Figure 4.3 – Timeline of posting activity by day of course, for WordPress and Blackboard

15 Figure 4.6 – Online discussion activity in Blackboard

16 Figure 4.5 – Online discussion activity in WordPress

17 Figure 4.7 – Total number of posts vs. total wordcount of posts published by participants WordPress Blackboard

18 CONTENT ANALYSIS Looking inside the posts…

19 Blackboard

20 WordPress

21 BASICALLY MEANINGLESS, BUT PRETTY…

22 CODING & LATENT SEMANTIC ANALYSIS

23 Table 3.1 – Coding template

24 Figure 3.7 – coded data stored in the spreadsheet

25 Figure 4.10 – Comparison of aggregated CoI coded values for Blackboard and WordPress

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27

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29 Figure 4.11 – CoI presence indications in WordPress

30 Figure 4.12 – CoI presence indications in Blackboard

31 Figure 4.13 – Number of simultaneous presences show across all posts, Bb and WP

32 SO, WHAT?

33 What does this mean? Pedagogical direction on discourse may act independently of tool selection. Students follow orders. Who knew? Tool selection may set the tone of online activities.

34 Watch for… Learning analytics and discourse analysis – Eg. Tool development to support (near) realtime analysis of discourse – Eg.

35 Discuss… Role of instructor’s selection of tool(s)? Role of pedagogical design on discourse – tension with discovery/inquiry? Individual control vs. dictated/communal spaces? Role of metadata analytics? Role of coded-data visualization? High performance computing in the humanities? Would having this kind of analysis or visualization available alter the discourse?

36 QUESTIONS? COFFEE?


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