Abstract
This study revised a statistical method (statistical discourse analysis or SDA) designed for linear sequences of turns of talk to apply to branches of messages in asynchronous online discussions. The revised SDA was used to test for cognitive and social metacognitive relationships among 17 students’ 1,330 asynchronous messages during a 13-week online graduate educational technology course. Multivocality benefits included enhancing a statistical method to expand its scope, exposure to other analytic methods’ simpler user-interfaces, and potential integration of multiple methods into a computer program capable of semiautomatic analyses.
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