1. Evaluation of Online Interaction Patterns : The Q-4R Framework Shriram Raghunathan, Abdur Rahman University, India Abtar Kaur, Open University Malaysia, Malaysia

2. Background We wanted to find out if there was a certain pattern in online interactions, and if yes, to analyze the linkages between these patterns, task given and facilitation methods

3. The Purpose To present a framework for the evaluation of online forum discussions To evaluate if this framework could delineate higher-order thinking processes

4. Conceptual Framework Identify the interaction patterns Based on the patterns of interaction, determine the presence of higher- order thinking Activities Resources Interac tion Resources Intera ction Tools Different Learning Permutations Activities Subject A LMS Subject B NING BLOG PBWORKS Optimal Pedagogical Scenario

5. What is Interaction?  Interaction is an all-encompassing term that covers pedagogical, instructional and personal aspects  Examples: communication with the student about the goals and deliverables, planned forum discussions, feedback about assignments, personal follow-up activities

6. Methodology –Analysis of forum discussions –Two courses ( with a total of 270 posts) by 16 MIDT students were analyzed for a period of two months

7. Research Question 1 What patterns of interaction emerged in the online forums?

8. Interaction Patterns : Q-4R Framework Question- pose a query, request to clarify, probe, request the others to elaborate Reaction-name, reproduce, reframe, review, rewrite, summarize, define, identify, cite Redaction-breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; apply, example Recognition-compares & contrasts; decides; interprets; judges; justifies; reframes; supports Reflection - creates; designs; devises; expresses; formulates; generates; incorporates; individualizes; models; validates

9. Q-4R Framework and Learning distribution

10. Q-4R Framework distribution – Open Facilitation mode

11. The flow of ideas was from one level to another and it was observed that predominantly for the first 4 weeks, the discussions focused on lower levels After the initial time period, the discussions were predominantly on higher levels of the framework It was observed that guidance from instructors encouraged learners to focus on the initial task before finalizing their thoughts Discussion

12. Was there evidence that higher order thinking skills substantially emerged in these forums? Research Question 2

13. Higher order thinking

14. Discussion It was observed that the upper three levels (levels where critical thinking is said to occur) in Bloom’s Taxonomy accounted for 33% of the overall discussions. The equivalent upper two levels of the Q-4R Framework also accounted for critical thinking (29%) of the discussions The framework was able to discern the patterns of interaction in a manner analogous to Bloom’s conventional taxonomy The framework represents several iterations out of real data and experiences of the authors in open and distance learning

15. Conclusion This work has sought to evaluate online discussions patterns in a pure online learning programme and the Q-4R Framework emerged The Framework has been compared to Bloom’s Taxonomy and it was found that the Q-4R Framework is comparable to Bloom’s Taxonomy in terms of determining critical thinking in asynchronous online discussions Further, it was observed that there is a correlation between the facilitation methods and critical thinking exhibited in online discussion forums

16. Comments & Thank You