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Content Analysis of Online Discussion in Educational
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, , , Indiana University

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Computer-Mediated Communication (CMC) is an emerging research area in educational technology. The prolifera tion of research literature indicates various virtues and drawbacks (Ahern, Peck, & Laycock, 1992; Henri, 1992; Kuehn, 1994) in analyzing electronic discourse. Currently, most research studies use quantitative methodology to carry out online content analyses, whereas only a limited number of them employ qualitative tools (Romiszowski & Mason, 1996). This study applied both quantitative and qualitative criteria to analyze the content of computer conferencing and electronic collaboration.

Citation

Hara, N., Bonk, C.J. & Angeli, C. (1998). Content Analysis of Online Discussion in Educational. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 887-889). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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Cited By

  1. Crucial Dialogic Actions in Co-constructive Knowledge Creation in Online Learning Environment

    Jouni Enqvist & Helena Aarnio, Tampere University, Häme Polytechnic, Finland

    EdMedia + Innovate Learning 2004 (2004) pp. 2576–2583

  2. Analyzing Students Cognitive Skills in Online Small Group Activities

    Guan-Yu Lin & Yi-Mei Lin, School of Informational Science and Learning Technologies, University of Missouri - Columbia, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1690–1693

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