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Towards understanding critical thinking processes in a semi-structured approach to computer-mediated communication
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, London Metropolitan University, Dept of Computing, Mathematics and Communications Technology, Learning Technology Research Institute, United Kingdom ; , , London Metropolitan University, Learning Technology Research Institute, United Kingdom

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In this article, the authors will advance an argument in support of understanding critical thinking processes in a semi-structured approach to computer-mediated communication, using the practical inquiry model as framework for analysing computer mediated communication (CMC) transcripts at message-level. The authors addressed the principal findings and suggestions by an established CMC researcher, for further research focus on triggers and CMC postings classified as other in the Practical Inquiry (PI) model by mapping an existing semi- structured approach to CMC transcripts to the PI model as a framework at message level. It is argued that through the theorising and empirical work described in this article, the author has empirically tested some of the limitations of the PI model, and would suggest using a semi-structured approach to CMC transcript in order to obtain reasonable and acceptable results under the PI model, thus avoiding inter-rater reliability measure of CMC transcripts.

Citation

Oriogun, P., Ravenscroft, A. & Cook, J. (2006). Towards understanding critical thinking processes in a semi-structured approach to computer-mediated communication. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2390-2397). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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