Content Analysis as a Method to Assess Online Discussions for Learning | Zendy

Mark A. Rodriguez | Zendy

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Content Analysis as a Method to Assess Online Discussions for Learning

Author(s) -

Mark A. Rodriguez

Publication year - 2014

Publication title -

sage open

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.357

H-Index - 32

ISSN - 2158-2440

DOI - 10.1177/2158244014559019

Subject(s) - content analysis , descriptive statistics , social constructivism , online discussion , coding (social sciences) , psychology , cognition , reliability (semiconductor) , axial coding , mathematics education , computer science , pedagogy , qualitative research , world wide web , statistics , social science , power (physics) , physics , mathematics , quantum mechanics , neuroscience , sociology , grounded theory , theoretical sampling

One of the challenges for instructors in online education is tocreate learning opportunities through online text-based discourse. The goal of thisstudy was to examine the use of content analysis to better understand graduate students’learning in online discussions. The discussion transcripts of a hybrid graduate coursewere analyzed to determine levels and frequencies of learning or cognitive presence. Theanalysis of the online discussions was guided by social constructivist rationale, andincludes descriptive statistics and inter-rater reliability measurements. Findings showthat cognitive presence levels were concentrated in categories marked for explorationand integration. Non-cognitive messages resulted in the highest frequencies ofdiscussion messages, demonstrating indications of social presence and teaching presence.Training was found to be a key factor in resolving coding inconsistencies to improve thereliability of the content analysis. The processes of content analysis applied in thisstudy to evaluate learning in online discussions provided useful information for thedevelopment and study of online discussions for learning

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