NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ913746
Record Type: Journal
Publication Date: 2011-Feb
Pages: 28
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1042-1629
The Development of a Content Analysis Model for Assessing Students' Cognitive Learning in Asynchronous Online Discussions
Yang, Dazhi; Richardson, Jennifer C.; French, Brian F.; Lehman, James D.
Educational Technology Research and Development, v59 n1 p43-70 Feb 2011
The purpose of this study was to develop and validate a content analysis model for assessing students' cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were employed sequentially for data analysis and interpretation. Specifically, the design was a "sequential exploratory" (QUAL [right arrow] quan) design with priority given to qualitative data and methods. Qualitative data were 800 online postings collected in two online courses. Quantitative data were 803 online postings from the same two courses but from different discussion topics and different weeks. During the qualitative process, a grounded theory approach was adopted to construct a content analysis model based on qualitative data. During the quantitative process, [chi][superscript 2] tests and confirmative factor analysis (CFA) which used online postings as cases or observations and was the first of its kind were performed to test if the new model fit the quantitative data.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A