You are here:

Towards understanding online learning levels of engagement using the SQUAD approach to CMC discourse
ARTICLE

Australasian Journal of Educational Technology Volume 19, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Recent research in content analysis has shown the difficulties of achieving acceptable levels of inter-rater reliability with CMC transcripts. This has lead to the development of semi-structured computer conferencing systems, in which participants choose the type of contribution that they are making from a limited set of alternatives. This article extends previous work with respect to semi-structured approaches to online discourse, suggesting coding categories relevant for problem based learning. The SQUAD approach to online discourse offers definitions for quality with respect to participation, interaction and cognition, when using the message as the unit of CMC transcript analysis, analysing for what the author has termed as ‘online learning levels of engagement’. It is argued that the theoretical basis underpinning the SQUAD approach is beneficial for the development of teamwork and cognitive reasoning when learning in small groups, and that it is a relatively straightforward exercise to apply this approach in a different mode of study or subject area.

Citation

Oriogun, P. & Oriogun, P. (2003). Towards understanding online learning levels of engagement using the SQUAD approach to CMC discourse. Australasian Journal of Educational Technology, 19(3),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved October 23, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.