Educational Performance of ALN via Content Analysis

Reuven Aviv

doi:10.24059/olj.v4i2.1901

Abstract

Learning in an ALN mode is modeled by a set of educational processes. The group is modeled by an abstract entity that provides services to the learners via its group educational processes. The learners reciprocate by their corresponding educational processes. Following findings of the Social Interdependence Theory of Cooperative Learning, we conjecture that the ALN is Cooperative Learning enhanced by extended think time. If ALN is structured for effective cooperation then the group dynamics will regulate the high level reasoning and the interpersonal relationships of the learners towards their highest levels.If this conjecture is found to be true, it identifies the maximization of reasoning and interpersonal relationships as one of the educational benefits of an ALN.To test the conjecture, we developed a methodology for the evaluation of the performance profiles of the ALN educational processes. Performance profiles are calculated via content analysis of the information flows exchanged between the participants, and the results are tested for reproducibility. We use this methodology to analyze three weeks of asynchronous discussions embedded in an ALN course of the Open University of Israel (OUI). The results of this analysis indicate the plausibility of our conjecture.

Highlights

We developed a methodology for the evaluation of the performance profiles of the ALN educational processes
If ALN is structured for effective cooperation the group dynamics will regulate the high level reasoning and the interpersonal relationships of the learners towards their highest levels
If ALN is structured for effective cooperation the performance profiles of the educational processes will be regulated by the group dynamics towards their best profiles

Summary

Introduction

A University-wide task force was established and, following its recommendations an experimental project (directed by this author) TEle LEarning Methodologies (TELEM)—was set up with the goal of identifying the benefits of asynchronous learning and methods of its implementation. This project was later expanded into The Center for Information Technologies in Distance Learning, of which TELEM is one department. The first course that was designed with an ALN mode of learning as a primary mode was Computer-Mediated Communication and Distance Learning, which was designed and delivered by this author This was a 17-week, one-semester course which included three, one-week asynchronous discussions which served as the test for this research. There was no set goal for the number of learners, but as it was intended to serve as a test for researching cooperative learning, it was expected to undertake about 15 learners

Objectives

Methods

Results

Discussion

Conclusion