Abstract
This paper provides an illustrative example of an approach to creating and reporting individual profiles of engagement in particular behaviours in an online asynchronous discussion (OAD). Individual results of analysis of transcripts of an OAD can provide insights different from those gained by focusing on aggregate measures of group behaviours. In this case, we focused on individual behaviours associated with Problem Formulation and Resolution (PFR) in a one-month long OAD with seven graduate students. The transcripts of each participant were analysed for patterns of PFR behaviours using a previously designed instrument. Individual profiles of the seven participants were created. The paper provides examples of how the approach facilitated identification and comparison of individual weaknesses and strengths. Also provided are examples of how individual profiles might be useful in professional development and instructional contexts for formative or summative assessment purposes.
Highlights
Content analysis of online asynchronous discussions (OADs) first received attention in the pivotal work of Henri (1992) who proposed a seminal model for the analysis of dimensions of the learning process
We focused on a month-long discussion with a group of seven graduate students engaged in a discussion designed to promote Problem Formulation and Resolution (PFR)
Participants were seven graduate students enrolled in a Counselling Psychology course in the fall of 2004 who volunteered to complete a one-month long online discussion designed for engagement in Problem Formulation and Resolution (PFR)
Summary
Content analysis of online asynchronous discussions (OADs) first received attention in the pivotal work of Henri (1992) who proposed a seminal model for the analysis of dimensions of the learning process. Hara, Bonk and Angeli (2000) used Henri's model to conduct content analysis of a discussion for five dimensions of the learning process. Garrison, Anderson and Archer (2000) developed a Community of Inquiry model with three components, cognitive presence, social presence, and teaching presence in order to provide a conceptual framework and tool for analysis of use of computer-mediated communication in educational contexts. Rourke, Anderson, Garrison and Archer (2001a) used this same tool to analyse and compare two transcripts for social presence
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