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Community of Inquiry in an Online Course

Community of Inquiry in an Online Course. D’Arcy Norman Collaboration for Learning 2013. A Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course. http:// darcynorman.net /thesis. Research question.

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Community of Inquiry in an Online Course

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  1. Community of Inquiry in an Online Course D’Arcy Norman Collaboration for Learning 2013

  2. A Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course http://darcynorman.net/thesis

  3. Research question How does the selection of an online discussion software environment, specifically the Blackboard discussion board and WordPress blogging software, when combined with course design and pedagogical decisions, influence the nature of a learning community, as expressed through online discourse and social connectedness in higher education?

  4. unofficial research question WordPress rules, Blackboard drools. #amiright?

  5. Types of data • Online discussion archives • Metadata • Timestamps • Participants and connectedness • Coding of online discussion posts • Survey • combined CoI & Classroom Community • Interview

  6. Information about the posts… Online discussion metadata

  7. Metadata… Author Date Title…

  8. WordPress Blackboard Figure 4.2 – Sample diagram of posts and responses built from metadata in online discussions…

  9. Figure 4.9 – Connections between individuals in WordPress (left) and Blackboard (right)

  10. Figure 4.4 – Number of posts and average word count for Blackboard and WordPress

  11. Figure 4.8 – Mean, max and min total word counts of students’ posts to Blackboard and WordPress

  12. Figure 4.3 – Timeline of posting activity by day of course, for WordPress and Blackboard

  13. Figure 4.6 – Online discussion activity in Blackboard

  14. Figure 4.5 – Online discussion activity in WordPress

  15. WordPress Blackboard Figure 4.7 – Total number of posts vs. total wordcount of posts published by participants

  16. Looking inside the posts… Content analysis

  17. Blackboard

  18. WordPress

  19. Basically meaningless, but pretty…

  20. Coding & latent semantic analysis

  21. Table 3.1 – Coding template

  22. Figure 3.7 – coded data stored in the spreadsheet

  23. Figure 4.10 – Comparison of aggregated CoI coded values for Blackboard and WordPress

  24. Figure 4.11 – CoI presence indications in WordPress

  25. Figure 4.12 – CoI presence indications in Blackboard

  26. Figure 4.13 – Number of simultaneous presences show across all posts, Bb and WP

  27. So, what?

  28. What does this mean? • Pedagogical direction on discourse may act independently of tool selection. • Students follow orders. Who knew? • Tool selection may set the tone of online activities.

  29. Watch for… • Learning analytics and discourse analysis • Eg. http://lakconference2013.wordpress.com • Tool development to support (near) realtime analysis of discourse • Eg. http://gephi.org

  30. Discuss… • Role of instructor’s selection of tool(s)? • Role of pedagogical design on discourse – tension with discovery/inquiry? • Individual control vs. dictated/communal spaces? • Role of metadata analytics? • Role of coded-data visualization? • High performance computing in the humanities? • Would having this kind of analysis or visualization available alter the discourse?

  31. Questions? Coffee?

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