Using Code-Recode to Measure Students Critical Thinking Online within Asynchronous Small Group Collaborative Learning Environment
Peter Oriogun, London Metropolitan University, United Kingdom ; Diana Cave, Accenture, Consulting - Systems Integration & Technology, User Experience, United Kingdom
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this article we mapped a relatively new approach developed at London Metropolitan University called SQUAD, directly with the practical inquiry cognitive presence model to realise critical thinking aspects for our software engineering students in Hong Kong on a franchised basis. We empirically examine the CMC transcripts of a group of 5 students undertaking a final year software engineering module (course) in Hong Kong. The examination of the CMC transcripts involve conducting content analysis on 62 posted messages by these students throughout the first semester of 2007/2008, in the form of code-recode. We argue in this article that our direct mapping of the SQUAD categories with the cognitive presence will assist in providing strategies for increasing the number of responses in the “integration” and “resolution” categories of the cognitive presence model in order to reduce the number of responses categorised as “other”. We also briefly evaluate the SQUAD software prototype.
Oriogun, P. & Cave, D. (2008). Using Code-Recode to Measure Students Critical Thinking Online within Asynchronous Small Group Collaborative Learning Environment. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1105-1111). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)