The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Evaluating Online Discussions: Four Difference Frames of Analysis
Meyer, Katrina

PublishedApril 2004
JournalJournal of Asynchronous Learning Networks
Volume 8, Issue 2, Pages 101-114
CountryUnited States, North America

ABSTRACT
This study uses four different “frames” to analyze 17 online discussions that occurred in two doctoral level classes in educational leadership. Two of the frames were developmental models: King and Kitchener’s Reflective Judgment Model and Perry’s model of intellectual and ethical development. Two of the frames captured levels of thinking: Garrison’s four-stage critical-thinking model and Bloom’s taxonomy of educational objectives. Of the 278 individual postings, 45.3% were at levels five through seven of the King and Kitchener model, 100% were at levels five through nine of the Perry model, 52.2% were at the two highest levels of the Garrison model, and 54.3% were at levels four through six in Bloom’s taxonomy. These results seem appropriate to the level of response expected of doctoral students. For each frame, the analysis resulted in additional findings. The study concludes that each frame has value and focuses attention on different aspects of the student’s thinking as evidenced in his/her posting to an online discussion; however, some frames are more difficult to use than others, which argues for specific training and/or tailoring the topic of discussions to address issues in a particular manner. Lastly, the question initiating each of the online discussions influenced the level of the responses from students. Each frame has the potential to illumine students’ online discussions, although using multiple frames may have more benefit than using any one frame exclusively.

Keywords online learning · evaluation of online discussions · developmental models · critical thinking · Bloom's taxonomy

CoI focusCognitive presence
PopulationDoctoral
Data analysisContent analysis
ContributionEmpirical
LanguageEnglish
ISSN2472-5730
RefereedYes
DOI10.24059/olj.v8i2.1830
ExportBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
meyer-2004.pdf · 70.9KB7 downloads



Viewed by 0 distinct readers




COMMUNITY NOTES

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.

POST A COMMENT
SIMILAR RECORDS

Face-to-Face Versus Threaded Discussions: The Role of Time and Higher-Order Thinking
Meyer, Katrina
This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled ...
Match: meyer, katrina; discussions; cognitive presence; content analysis; online learning; united states

Critical thinking, cognitive presence, and computer conferencing in distance education
Garrison, D. Randy; Anderson, Terry; Archer, Walter
This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a ...
Match: cognitive presence; content analysis; critical thinking

Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks
Tirado Morueta, Ramón; Maraver López, Pablo; Hernando Gómez, Ángel; Harris, Victor W.
The purpose of the current study was to explore social and cognitive relationships among students when they are solving complex cognitive tasks in online discussion forums (self-regulated). An online course targeting ...
Match: cognitive presence; content analysis; online learning

Cognitive Presence in Web-Based Learning: A Content Analysis of Students' Online Discussions
McKlin, Tom; Harmon, S. W.; Evans, William; Jones, M. G.
This first phase of a content analysis of online, asynchronous, educational discussions is designed to generate a method for automatically categorizing messages into cognitive categories using neural network software. ...
Match: discussions; cognitive presence; content analysis; united states

Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition
Garrison, D. Randy; Bourne, J.; Moore, J. C.
The purpose of this paper is to demonstrate that asynchronous online learning can create a rich cognitive presence capable of supporting effective, higher-order learning. It begins by exploring the properties of ...
Match: cognitive presence; online learning; united states

Examining online teaching, cognitive, and social presence for adult students
Ke, Fengfeng
Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors ...
Match: content analysis; online learning; united states

Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection
Oh, Eunjung Grace; Huang, Wen-Hao David; Hedayati Mehdiabadi, Amir; Ju, Boreum
The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online ...
Match: cognitive presence; content analysis; critical thinking; united states

Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020)
Moore, Robert L; Miller, Courtney N.
Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 20082020 that empirically ...
Match: cognitive presence; content analysis

Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions
Chen, Baiyun; deNoyelles, Aimee; Zydney, Janet; Patton, Kerry
It can be difficult to foster focused and effective communication in online discussions within large classes. Implementing protocols is a strategy that may help students communicate more effectively, facilitate their ...
Match: discussions; united states

Effects of Using a Neuroeducational Intervention to Enhance Perseverance for Online EdD and EdS Students
Cadle, Charles
Developing and maintaining a "completion mindset" is a necessary mental condition for online educational doctorate (EdD) and educational specialist (EdS) students to obtain their advanced degrees. The purpose of this ...
Match: cognitive presence; united states
The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.