Collaborative Process Analysis Coding Scheme (CPACS): Examining the Macro- and Micro- Level of Students’ Discourse in a Virtual World
Shannon Kennedy-Clark, Learning and Teaching Centre, Australian Catholic University, North Sydney, NSW, Australia ; Kate Thompson, Centre for Research on Computer Supported Learning and Cognition, The University of Sydney, Sydney, NSW, Australia
IJVPLE Volume 4, Number 2, ISSN 1947-8518 Publisher: IGI Global
The purpose of this paper is to demonstrate the value of using discourse analysis to understand users’ interactions in a scenario-based virtual environment. This study investigated six dyads’ synchronous discourses while they worked side-by-side to plan and implement goal-related decisions in a virtual inquiry. The Collaborative Process Analysis Coding Scheme (CPACS) was adopted for the analysis. The cumulative analysis indicates that the participants in the control group spent more time on average defining the problem and developing solutions, and spent less time off task than the participants in the experimental condition. Overall, the pairs that were able to plan goals, reflect on past experiences and use the workbooks were better able to progress through the inquiry.
Kennedy-Clark, S. & Thompson, K. (2013). Collaborative Process Analysis Coding Scheme (CPACS): Examining the Macro- and Micro- Level of Students’ Discourse in a Virtual World. International Journal of Virtual and Personal Learning Environments, 4(2), 19-49. IGI Global.