Instructional media such as computer conferencing engender high levels of student-student and student-teacher interaction; therefore, they can support models of teaching and learning that are highly interactive and consonant with the communicative ideals of university education. This potential and the ubiquity of computer conferencing in higher education prompted three of the authors of the this article to develop a community of inquiry model that synthesizes pedagogical principles with the inherent instructional and access benefits of computer conferencing (Garrison, Anderson, & Archer, 2000). This article explicates one element of the model, social presence. Social presence is defined as the ability of learners to project themselves socially and affectively into a community of inquiry. A template for assessing social presence in computer conferencing is presented through content analysis of conferencing transcripts. To facilitate explication of the scheme and subsequent replication of this study, selections of coded transcripts are included, along with interrater reliability figures. The article concludes with a discussion of the implications and benefits of assessing social presence for instructors, conference moderators, and researchers.

Les medias educatifs, tel le forum electronique, sont susceptibles d'engendrer un niveau eleve d'interaction entre les etudiants et entre le tuteur et chaque etudiant; par consequent, ils peuvent soutenir des modeles d'enseignement et d'apprentissage qui mettent en valeur l'interaction et qui sont compatibles avec les ideaux communicationnels d'une education universitaire. Ce potentiel, ainsi que l'ubiquite du forum asynchrone dans l'education superieure, ont mene trois des auteurs de cet article a developper un modele de communaute de recherche qui resume les principes pedagogiques applicables au forum electronique en incluant les benefices que l'enseignement peut en retirer et les avantages relatifs a l'accessibilite (Garrison, Anderson, & Archer, 2000). Cet article explique un element du modele : la presence sociale. On y definit la presence sociale comme la capacite des apprenants de se projeter sur le plan social et emotionnel dans une communaute de recherche. On y decrit un gabarit utilise pour evaluer la presence sociale lors d'une analyse de contenu de transcriptions de forums electroniques. Afin d'aider la comprehension des modalites d'evaluation et de faciliter la reproduction subsequente de cette etude, un echantillonnage de transcriptions codees ainsi que les baremes de fiabilite inter-evaluateurs sont fournis. L'article se termine par une discussion des consequences et des avantages de l'evaluation de la presence sociale du point de vue des formateurs, des animateurs de conference et des chercheurs.

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Assessing Social Presence In Asynchronous Text-based Computer Conferencing

This paper reports the results of an exploratory study of inter‐coder reliability of annual report social and environmental disclosures content analysis. Using the sentence‐based coding instruments and decision rules from Hackston and Milne (1996), this study reports the co‐agreement levels reached by three coders over five rounds of testing 49 annual reports. The study also provides a commentary on the implications of formal reliability analysis for past and future social and environmental disclosures content analyses, and the complexities of formal reliability measurement. The overall findings suggest that the coded output from inexperienced coders using the Hackston and Milne approach with little or no prior training can be relied on for aggregate total disclosures analysis. For more detailed sub‐category analysis, however, the findings suggest a period of training for the less experienced coders with at least 20 reports appears necessary before their coded output could be relied on.

Exploring the reliability of social and environmental disclosures content analysis

This investigation examined how computer-mediated communication (CMC) partners exchange personal information in initial interactions, focusing on the effects of communication channels on self-disclosure, question-asking, and uncertainty reduction Unacquainted individuals (N = 158) met either face-to-face or via CMC Computer-mediated interactants exhibited a greater proportion of more direct and intimate uncertainty reduction behaviors than unmediated participants did, and demonstrated significantly greater gains in attributional confidence over the course of the conversations The use of direct strategies by mediated interactants resulted in judgments of greater conversational effectiveness by partners Results illuminate some microstructures previously asserted but unverified within social information processing theory (Walther, 1992), and extend uncertainty reduction theory (Berger & Calabrese, 1975) to CMC interaction

/pdf/computer-mediated-communication-effects-on-disclosure-204dlpbb06.pdf

Computer-Mediated Communication Effects on Disclosure, Impressions, and Interpersonal Evaluations: Getting to Know One Another a Bit at a Time

This paper discusses the potential and the methodological challenges of analyzing computer conference transcripts using quantitative content analysis. The paper is divided into six sections, which discuss: criteria for content analysis, research designs, types of content, units of analysis, ethical issues, and software to aid analysis. The discussion is supported with a survey of 19 commonly referenced studies published during the last decade. The paper is designed to assist researchers in using content analysis to further the understanding of teaching and learning using computer conferencing. SCENARIO Professor Jones has just completed her first university course delivered entirely on- line. The 13-week semester class has left Jones in a state of mild exhaustion. However, the course is finished, the marks have been assigned, and now, thinks Jones, time for some reflection, analysis and perhaps a publishable paper. Jones smiles, confident in the knowledge that the complete transcript of messages exchanged during the course has been captured in machine-readable format. She feels that this accessible data will confirm her hypothesis that students in the on-line course had engaged in much higher levels of discourse and discussion than any she had experienced in ten years of face-to-face instruction. Further, she is interested in investigating the impact of the collaborative learning activity that she instituted in the middle of the course. Jones is quickly disappointed. The 13-week discussion generated 950 messages. Merely reading them takes her four days. Attempts at cutting and pasting illustrations of higher level thinking into a word processor, have resulted in a hodge-podge of decontextualized quotations, each disparate enough to have Professor Jones questioning her own definitions of higher order thinking. Realizing that the analysis is going nowhere, Professor Jones goes back to the literature and finds a set of criteria laid down by an expert in the field that define the broad areas of thinking skills she sees being developed in the transcripts. Heartened, but now running out of time Professor Jones hires two graduate students to review the messages and identify the incidents of higher order thinking as defined by the expert. Two weeks later, the students report their results: not only have they failed to agree on 70% of the categorizations, but one student has identified 2032 incidents in the transcript, while the other has found only 635 incidents. To add to her misery, Professor Jones also learns that her University's ethics committee, concerned with the large increase in use of computer conferencing for credit courses, has ruled that without informed consent from students, her analysis does not conform with the guidelines of the university's ethical research policy. Feeling overwhelmed and depressed, Professor Jones returns to the educational literature once again, only to find that most of the methodological issues she has been dealing with have not been addressed by major researchers in the field. She also finds that

https://telearn.archives-ouvertes.fr/hal-00197319/document

Methodological Issues in the Content Analysis of Computer Conference Transcripts

Content analysis is much more than a naive technique that results in a simplistic description of data. It allows the researcher to test theoretical issues to enhance understanding of the data. Using applications from the nursing and health literature, this paper will explain key concepts and methodological issues, including strategies for data analysis.

S. R. Parker

Papers

Content Analysis for the Social Sciences and Humanities