Abstract
In addressing how to evaluate online discussions, this paper will describe several concepts, tools, or frameworks that have been used in evaluations and discuss differences in approach based on instructor purpose, be it research, assessment, or learning. Then several common problems are described, including use of content analysis, identification of latent content, inadequate training of coders, lack of reliability, and choosing the correct unit of analysis. Two examples are provided of coding decisions made on portions of student discussions; these examples use two different frameworks to elucidate the process and its difficulties. Conclusions focus on the importance of following standard good research or assessment practice and preparing for a time-consuming and often frustrating coding process.
Highlights
Evaluating online discussions is neither as simple nor as straightforward as one might suppose; it involves answering important questions about the instructor’s purpose, the student learning to be measured, and the application of coding procedure
With a focus on the instructor who is new to such evaluations, this paper is an exploration and explanation of what is involved in evaluating online discussions
It will attempt to provide answers to questions a novice instructor might ask when thinking about how to evaluate an online discussion held during a course
Summary
Evaluating online discussions is neither as simple nor as straightforward as one might suppose; it involves answering important questions about the instructor’s purpose, the student learning to be measured, and the application of coding procedure. With a focus on the instructor who is new to such evaluations, this paper is an exploration and explanation of what is involved in evaluating online discussions. It will attempt to provide answers to questions a novice instructor might ask when thinking about how to evaluate an online discussion held during a course
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