Christine Brown [email_address]

Agenda Study details Community of Inquiry Discussion board analysis How students wrote What students wrote Some observations Questions?

Study details

Community of Inquiry

Discussion board analysis

How students wrote

What students wrote

Some observations

Questions?

Study Details University in a large Canadian city School of Business 45 students in each of 2 sections Random assignment to 2 classes Blended learning – definition 3 face-to-face meetings Course management system

University in a large Canadian city

School of Business

45 students in each of 2 sections

Random assignment to 2 classes

Blended learning – definition

3 face-to-face meetings

Course management system

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105

Discussion Board Analysis

Discussion Board Analysis 356 postings 191 by the experimental group 165 by the control group FAQ 30 by the experimental group 69 by the control group Introductions 28 by the experimental group 39 by the control group

356 postings

191 by the experimental group

165 by the control group

FAQ

30 by the experimental group

69 by the control group

Introductions

28 by the experimental group

39 by the control group

Discussion board postings

Flesch-Kincaid Grade Level Developed by US Government Department of Defense as a standard test Looks at Number of words per sentence Number of syllables per word Used as a numerical indication of the complexity of a piece of writing (eg. 9.8 – grade 9 level) Lowest -3.6 and highest is 13

Developed by US Government Department of Defense as a standard test

Looks at

Number of words per sentence

Number of syllables per word

Used as a numerical indication of the complexity of a piece of writing (eg. 9.8 – grade 9 level)

Lowest -3.6 and highest is 13

Results: How students wrote

Community of Inquiry Model Cognitive Presence Triggering Event Recognize problem, express puzzlement Exploration Divergence, information exchange, brainstorming Integration Convergence, connecting ideas, suggesting solutions Resolution and Application Application to real world problems, defend solutions

Triggering Event

Recognize problem, express puzzlement

Exploration

Divergence, information exchange, brainstorming

Integration

Convergence, connecting ideas, suggesting solutions

Resolution and Application

Application to real world problems, defend solutions

Triggering Event Exploration Integration Resolution and Application Experimental 14 307 11 0 Control 33 372 8 11

Community of Inquiry Model Social Presence Affective Emotions, humor, self-disclosure, emoticons Open Communication Continuing threads, quoting or referring to others’ messages, asking questions complimenting, expressing agreement Group Cohesion Vocatives, inclusive postings, personal salutations

Affective

Emotions, humor, self-disclosure, emoticons

Open Communication

Continuing threads, quoting or referring to others’ messages, asking questions

complimenting, expressing agreement

Group Cohesion

Vocatives, inclusive postings, personal salutations

Affective Open Communication Group Cohesion Experimental 24 38 36 Control 7 29 35

Posting content –Discussion Forum

Posting content –Discussion Forum

Results: What students wrote

Interesting bits … One-offs 2 instances of swearing 2 instances of insulting/sarcastic postings 1 instance of student suggesting a solution to another student Consent forms

One-offs

2 instances of swearing

2 instances of insulting/sarcastic postings

1 instance of student suggesting a solution to another student

Consent forms

[email_address]

[email_address]