Papers
on online asynchronous discussion groups
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Schellens, T. &
Valcke, M. (2005). Collaborative learning in asynchronous discussion groups:
What about the impact on cognitive processing? Computers in Human
Behavior, 21, 957-975.
[more information,
abstract, or draft]
[DOI:
10.1016/j.chb.2004.02.025]
Schellens, T., Van
Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge
construction in asynchronous discussion groups: A multilevel analysis.
Small Group Research, 36, 704-745.
[more information, abstract, or draft]
[DOI:
10.1177/1046496405281771]
De Wever, B., Schellens
T., Valcke, M., & Van Keer H. (2006). Content analysis schemes to
analyze transcripts of online asynchronous discussion groups: a review.
Computers & Education, 46, 6-28.
[more
information, abstract, or draft]
[DOI:
10.1016/j.compedu.2005.04.005]
Schellens, T., & Valcke, M. (2006). Fostering knowledge construction
in university students through asynchronous discussion groups. Computers
& Education, 46, 349-370.
[more information, abstract,
or draft]
[DOI:
10.1016/j.compedu.2004.07.010]
[more information, abstract, or draft]
Valcke, M., Chiluiza,
K., De Smet, M., De Wever, B., Schellens, T., Timmers, S., & Van Keer
H. (in press). Collaborative learning and ICT: the Ghent studies. Educational
Technology Journal.
[more information, abstract, or
draft]
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
De Wever, B.*, Schellens T., Valcke, M., Van Keer H.
Computers & Education, 46, 6-28.
Research in the field
of CSCL is based on a wide variety of methodologies. In this article we
focus upon content analysis, which is a technique often used to analyze
transcripts of asynchronous, computer mediated discussion groups in formal
educational settings. Although this research technique is often used,
standards are not yet established. The applied instruments reflect a wide
variety of approaches and differ in their level of detail and the type
of analysis categories used. Further differences are related to a diversity
in their theoretical base, the amount of information about validity and
reliability, and the choice for the unit of analysis.
This article presents an overview of different content analysis instruments,
building on a sample of models commonly used in the CSCL-literature. The
discussion of fifteen instruments results in a number of critical conclusions.
There are questions about the coherence between the theoretical base and
the operational translation of the theory in the instruments. Instruments
are hardly compared or contrasted with one another. As a consequence the
empirical base of the validity of the instruments is limited. The analysis
is rather critical when it comes to the issue of reliability. The authors
put forward the need to improve the theoretical and empirical base of
the existing instruments in order to promote the overall quality of CSCL-research.
Department of Education, Ghent University, H. Dunantlaan 2, B-9000 Gent, Belgium
Corresponding
author. Tel.: +32 9 264 8676; Fax.: +32 9 264 8688.
E-mail address: Bram.DeWever (@UGent.be)
De Wever, B., Schellens T., Valcke, M., & Van Keer H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review. Computers & Education, 46, 6-28. [DOI: 10.1016/j.compedu.2005.04.005]
[preprint, pdf, 236K]
Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?
Schellens, T. & Valcke, M.
Computers in Human Behavior, 21, 957-975.
Abstract
Does working in a Computer supported collaborative learning (CSCL) environment,
and more specific, working in "asynchronous electronic discussion
groups", have an impact on cognitive processing? This general research
question has been researched in a study involving 230 freshmen taking
the course "educational sciences". During four months, students
were working in 23 discussion groups on collaboration tasks based on authentic
situations and problems. The transcripts of eight groups were randomly
selected and analysed. A variety of content analysis models was adopted
to ground theoretical assumptions about the value of collaborative learning
environments. The messages were coded building on the models by Veerman
and Veldhuis-Diermanse (2001) and Gunawardena, Lowe, and Anderson (1997).
The theoretical basis of the study integrates the models in a conceptual
framework, building on the information processing approach to knowledge
construction and social-constructivist principles. The results confirm
that interaction in the discussion is very task-oriented, stays task-oriented
and reflects high phases in knowledge construction. Clear results can
be presented about the impact of the amount of discussion activity on
the nature and quality of the discussions and the phases of knowledge
construction. In the discussion section, methodological issues are presented.
The research points at a number of methodological issues and directions
for future research.
Department of Education, Ghent University, H. Dunantlaan 2, B-9000 Gent, Belgium
Corresponding
author. Tel.: +32 9 264 8663; Fax.: +32 9 264 8688.
E-mail address: Tammy.Schellens (@UGent.be)
Schellens, T. & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21, 957-975. [DOI: 10.1016/j.chb.2004.02.025]
Fostering knowledge construction in university students through asynchronous discussion groups.
Schellens, T. & Valcke, M.
Computers & Education, 46, 349-370.
Abstract
Does collaborative learning in asynchronous discussion groups result in
enhancing academic discourse and knowledge construction? This general
research question has been researched in a study involving 300 students,
working during six months in 38 electronic discussion groups. The transcripts
of the discussions were coded and analysed to test hypotheses related
to the impact on knowledge construction. Coding of the units of analysis
was based on the models of Fahy, Crawford, Ally, Cookson, Keller &
Prosser (2000) and Veerman & Veldhuis-Diermanse (2001). The results
confirm that students in the discussion groups are very task-oriented
and that higher proportions of high phases of knowledge construction are
observed. Significant increases in the cognitive interaction, task-orientation
and higher phases of knowledge construction are detected. Group size is
a significant interaction variable. Discussion in smaller groups reflects
larger proportions of higher levels of knowledge construction. The results
point at the critical impact of structure in the task environment. In
the discussion section, methodological issues are presented. The article
concludes with directions for future research and some implications for
instructional practice.
Department of Education, Ghent University, H. Dunantlaan 2, B-9000 Gent, Belgium
Corresponding
author. Tel.: +32 9 264 8663; Fax.: +32 9 264 8688.
E-mail address: Tammy.Schellens (@UGent.be)
Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers & Education, 46, 349-370. [DOI: 10.1016/j.compedu.2004.07.010]
Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group, and task characteristics.
Schellens, T., Van Keer, H., Valcke, M., & De Wever, B.
Behaviour & Information Technology (in press).
Abstract
The research reported in this article studies the impact of learning in
asynchronous discussion groups on students’ final exam scores and
levels of knowledge construction. Multilevel analyses were applied to
uncover the specific influence of student, group, and task variables.
The results indicate that the impact of student characteristics on both
dependent variables is of higher significance than characteristics of
the discussion group students are allocated to. With regard to levels
of knowledge construction task characteristics also appear to be of importance.
With regard to final exam scores the analyses reveal a significant impact
of students’ learning style, attitude towards task-based learning,
the number of students’ contributions, and the level of knowledge
construction in these contributions. No significant group characteristics
were observed. As to levels of knowledge construction, the analyses revealed
that the amount of contributions and the attitude towards the online learning
environment are significant predictors. The intensity of the interaction
in a group had a significant impact. As to task characteristics, significant
differences were found between consecutive themes. These disappeared when
taking into account task complexity.
Department of Education, Ghent University, H. Dunantlaan 2, B-9000 Gent, Belgium
Corresponding
author. Tel.: +32 9 264 8663; Fax.: +32 9 264 8688.
E-mail address: Tammy.Schellens (@UGent.be)
The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis.
Schellens, T., Van Keer, H., & Valcke, M.
Small Group Research, 36, 704-745.
Abstract
The present research studied the impact of learning in asynchronous discussion
groups on students’ levels of knowledge construction. Multilevel
analyses were applied to uncover the influence of student, group, and
task variables on the one hand and the specific impact of the assignment
of roles to group members on the other hand. Results indicate that students’
attitude towards the learning environment and their engagement in the
discussion group are significant predictors. As to the impact of role
assignment, no significant overall differences in students' mean levels
of knowledge construction between the role and no role condition was observed.
However, additional analyses revealed (1) that the distribution atterns
of the levels of knowledge construction differed: students in the role
condition more often reached the highest level; and (2) that assigning
students the role of summarizer resulted in significantly higher levels
of knowledge construction.
Department of Education, Ghent University, H. Dunantlaan 2, B-9000 Gent, Belgium
Corresponding
author. Tel.: +32 9 264 8663; Fax.: +32 9 264 8688.
E-mail address: Tammy.Schellens (@UGent.be)
Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis. Small Group Research, 36, 704-745. [DOI: 10.1177/1046496405281771]
[draft, pdf, 180K]
Collaborative learning and ICT: the Ghent studies
M. Valcke, K. Chiluiza, M. De Smet, B. De Wever, T. Schellens, S. Timmers, H. Van Keer
Educational Technology Journal (in press).
Introduction
Since 2000, after a thorough restructuring of the research program,
ICT and collaborative learning have become one of the established and
dominant research themes of the Department of Education at Ghent University,
Belgium. In this article, we first outline the theoretical base shared
in most studies. Next, we discuss a number of empirical studies in a variety
of settings, such as university teaching (education, medicine, and pharmacy),
and primary school.
Department of Education, Ghent University, H. Dunantlaan 2, B-9000 Gent, Belgium
Corresponding
author. Tel.: +32 9 264 8675; Fax.: +32 9 264 8688.
E-mail address: Martin.Valcke (@UGent.be)
[preprint, pdf, 83K]
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